Blue Science Portfolio
Velocity Story
Name: Date:
Directions: Work in a group to tell a story of a classmate in motion. You must include 3 turns
(change in direction) and 3 different velocities. Your story must also have an amount of time
where the classmate does not move. What did the person do when they stopped? Where were
they going?
Data Table:
Example: Velocity = Distance/Time
V = 12 m/3 sec Distance (m) Time (sec.) Velocity (m/s)
V = 4 m/sec.
Description
Drinking ( Water) 0 5 0
Walking 10 7 1.5
Running 9 3 3
Speed walk 17 10 1.7
Graph: (X-axis is Time; y axis is Distance)
Story: Joel was late for class and ran to his locker to get his stuff. 30 minutes later he
asked to get a drink of water, he speedwalked to the water fountain and got a drink. 2
hours later in his next class, he asked to go for a walk around the hall, the teacher told
him to get back there. He then went through the day without doing anything except
WORK. T HE END
QUIZ: Isotopes
Name: Date:
Directions construct a graph that will help you determine the age of fossils.
Isotope A Percent Isotope
Years 100
0 50
5000 25
10,000 12.5
15,000
20,000 6.25
25,000 3.125
30,000 1.06
35,000 .5
40,000 .25
45,000 .125
50,000 0
Hint: Remember to add gridlines
Graph: (place graph here)
QUIZ: Isotopes
Name: Date:
Directions construct a graph that will help you determine the age of fossils.
Isotope A Percent Isotope
Years 100
0 50
5000 25
10,000 12.5
15,000 6.25
20,000 3.125
25,000 1.06
30,000 .5
35,000 .25
40,000
45,000 .125
50,000 0
Hint: Remember to add gridlines
Graph: ( place graph here)
Questions: (Use your graph above to answer the questions below)
1. How old is the following fossil? About 2500 years old
Fossil A - 73% of Isotope A remaining
2. How old is the following fossil? About 16000 years old
Fossil B - 15% of Isotope A remaining
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
About 92% of the fossil
remaining
Average Atomic Mass Calculations
1. Naturally occurring chlorine that is put in pools is 75% 35Cl (mass = 34.9 amu)
25 percent 37Cl (mass = 36.9 amu). Calculate the average atomic mass chlorine.
0.75x0.34= 0.255
0.25x0.36= 0.09 Chlorine amu= 35.5
2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses and
relative abundances of 27.9 amu (92%), 2 8.9 amu (4.7%) and 2 9 amu (3.3%).
27x92
28x4.7 28 amu
29x3.3
Writing:
Use one of the examples above to discuss how you determine the number of neutrons for each
isotope. You also need to discuss how the %abundance contributed to the Average Atomic
Mass of the element. (HINT: Think of the M&M Lab!) T he abundance contributed to the
average atomic mass by multiplying both parts and turning them into a mass of the element. For
instance the m/m lab, you have the same elements but different variants of that element.
However, the amount of neutrons is what makes those variants like promethium 7 or oxygen 12.
The nucleus will change because of the neutrons inside. Like in the word problems, a majority of
the silicon atoms are atomic mass #28. Same with most atoms on the table of elements. Most of
the elements on the table are mixed with different variations of that same atom, but the majority
is the most common. In conclusion, an element with a certain amount of neutrons will
determine what variant of atom it is because more atoms could vary the type of atom in the
element.
Key Terms to use: Isotope, nucleus, neutrons, average atomic mass, Mass%, M&Ms, protons,
atomic number, element, however, therefore, additionally, for instance, in conclusion, data,
% abundance
Isotope - Radiometric Dating
Directions: Use the following Isotopes and decay rates to determine the age of the fossils in the room.
Isotope #1 Isotope #2
Years % Remaining Years (millions) % Remaining
1400 0 100
0 100
15600 3.2 50
25600 2800 50 6.4 25
31200 9.6 12.5
25 12.5 6.25
16 3.125
8400 12.5
1.56
11,200 6.25 22.4 0.78
25.6 0.39
14,600 3.125
0.19
1.56 32 0.095
20,200 0.78 0
23,000 0.39
0.19
28,600 0.095
0
Questions:
1. How old is each
fossil if there is 29% About 1500
remaining? years old
2. How old is each About 2600
fossil if there is 46%? years old
3. How much of
Isotope #1 is
remaining if the fossil Near 10.5% of
is 8000 years old? fossil
4. How much of
Cabrerianite is 6.1% of
remaining if the fossil Cabrerianite
is 11,000 years old? remaining
5. How old is each About 28650
fossil if there is 23% years old.
remaining of both
isotopes?
% remaining Isotope #1 Isotope #2
Fossil A 32% remaining 1750 years old
Fossil B 18% remaining 8675 years old
Fossil C 75% remaining 4200 years old
Fossil D 65% remaining 1350 years old
Fossil E 20% remaining 2400 years old
Fossil F 42% remaining 4900 years old
Average Atomic Mass Practice Problems
1. Calculate the atomic mass of lead. The four lead isotopes have atomic masses and relative
abundances of 203.973 amu (1.4%), 205.974 amu (24.1%), 206.976 amu (22.1%) and
207.977 amu (52.4%).
How many neutrons would each isotope have in its nucleus?
2. Calculate the average atomic mass of sulfur if 95.00% of all sulfur atoms have a mass of
31.972 amu, 0.76% has a mass of 32.971amu and 4.22% have a mass of 33.967amu.
How many neutrons would each isotope have in its nucleus?
Activity: Determine which fossil is older
Directions: Watch videos, take notes and construct the graphs below using
your spreadsheet.
Film:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=0913F60FB719
BC5912690913F60FB719BC591269&&FORM=VDRVRV
Film #2:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=33AAFAE1F005
C0E7E25833AAFAE1F005C0E7E258&&FORM=VDRVRV
Take notes:
Isotope #1 100
0 50
25
2300 12.5
4600 6.25
6900 3.125
9200 1.06
11,500 .5
13,800 .25
16,100 .125
18,400 0
20,700
23,000
Isotope #2 100
0
1500 50
3000 25
4500 12.5
6000 6.25
7500 3.125
9000 1.06
10,500 .5
12,000 .25
13,500 .125
15,000 0
Graphs:
Write an Essay that explains which fossil is older: (use your graphs)
Fossil A
18% of Fusaurus remaining
Fossil B
35% of Montanosaurus remaining
QUIZ REVIEW2: 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:
Determine the Velocity of the Roller Coaster on both planets
Earth Hoth
GPE = mgh 9.8 m/s2 * 1.37 = __13.42_____
GPE = 7000 kg * 9.8 m/s2 * 125 m
GPE = use this answer below for KE GPE = mgh
8575000 GPE = 7000 kg * _13.42____ * 125 m
GPE = J
KE = 0.5 mV2 11742500
Use answer from above = 0.5 (7000)V2
___8575000__ = 3500 V2 KE = 0.5 mV2
Divide by 3500 _11742500____ = 3500 V2
Square root of both sides Divide by 3500
_2928.3____ = V Square root of both sides
_3426.7____ = V
Data Table: Velocity
Planet ● 2928.2 m/s
● Earth ● 3426.7 m/s
● Hoth
Graph: (X-axis: Planet, Y-axis: Velocity)
Conclusion: ( Purpose, hypothesis, Independent Variable, Dependent Variable, data evidence,
in conclusion)
The purpose of this experiment was to find how fast the rollercoaster would go if it was
on a different planet. The data evidence shows that hoth is better to ride the rollercoaster
on because you will have a greater velocity. The independent variable was the velocity
and the dependent variables were the planets. My hypothesis was if you had a greater
gravity, then you would have a better velocity. The hypothesis was supported because
Hoth had a greater gravity causing the velocity to increase. In conclusion, if you have a
greater gravity, velocity will increase because the force of gravity pushes you down
causing the coaster to have a faster speed when riding.
Extra Problem:
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?
GPE = mgh (Multiply 3200 X 15)
800,000 = (3200 kg)(g)(15 m) (Divide 8500/_______)
8500 = ________ g
_______ = gravity
Explain your answer:
Velocity Story
Name: Date:
Directions: Work in a group to tell a story of a classmate in motion. You must include 3 turns
(change in direction) and 3 different velocities. Your story must also have an amount of time
where the classmate does not move. What did the person do when they stopped? Where were
they going?
Data Table:
Example: Velocity = Distance/Time
V = 12 m/3 sec
V = 4 m/sec.
Description Distance (m) Time (sec.) Velocity (m/s)
Drinking ( Water) 05 0
Walking 10 7 1.5
Running 93 3
Speed walk 17 10 1.7
Graph: (X-axis is Time; y axis is Distance)
Story: Joel was late for class and ran to his locker to get his stuff. 30 minutes later he
asked to get a drink of water, he speedwalked to the water fountain and got a drink. 2
hours later in his next class, he asked to go for a walk around the hall, the teacher told
him to get back there. He then went through the day without doing anything except
WORK. THE END
Atomic Structure Portfolio
By: Paul Torres II
History of the Atom
Link: https://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:
a. Dalton
● British Chemist
● Built upon democritus’s idea
● Identified that atoms are identical and that atoms of one element will have
different properties and cannot be created or destroyed and matter is formed by
atoms combining in simple whole numbers.
b. Thomson - V ideo
● Discovered the electron
● British physicist
● Proved that atoms could be divided.
c. Rutherford
● Discovered the Nucleus
● Proposed the name PROTON
● Physicist from New Zealand
D. Bohr
● Helped add on to Rutherford’s discovery
● Based electron properties on hydrogen spectrums
● Electrons and protons spin in circular orbits around the nucleus
Unit 1: Uniform Motion Name_______________________________
Worksheet 8 Date__________________Period________
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=100m/4s
V=25m/s
2. If a car moves with an average speed of 60 km/hr for an hour, it will travel a distance of
D=V*T 60 km. How far will it travel if it continues this average rate for 4 hrs?
D=60 km/hr*4hrs (3.00 * 108 m/s)(3.15 * 107 ) 60x60x24x365=31536000
D= 9500000000000000
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? A nswer: 8.0 m/s
D=V*T
D=200m/25s
D=8.0 m/s
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 d istance light travels in a year)? Answer: 9.50
× 101 5 m.
D=V*T
D=(3.00 * 108 m /s)(3.15 * 107) 60x60x24x365=31536000
D= 9500000000000000
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.
D=V/T
D=406km/7.0hr
D=58km/hr, 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.
D=V/T
D=3240/720
D=4.5 secs
7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 × 108 m/s.
In kilometers, how far is the earth from the sun? Answer: 1.5 × 108 km.
D=V/T
D=300000000/8.3
D=36144578.3km
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=V/T
D=95km/14min
D=
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.
D= V/T
D=100/50.5
D=1.98mph
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.
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.
D=V/T
D=100m/5.0
D=1.7m/sr
D=V/T
D=100s/5.0
D=3.0m/s
11. *A race car driver must average 2 00 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
V=200/170
V=1.18
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
T=90/50
T=1.8 sec
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?
T=D/V
T=100/97.2
T=1.02 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
D=V*T 340.0 m/s. How deep is the canyon?
D=340*2.6
D=884m The horse racing record for a 1 .50 mi. track is shared by two horses: Fiddle Isle, who ran
the race in 1 43 s on March 21, 1970, and John Henry, who ran the same distance in an
15. equal time on March 16, 1980. What were the horses' average speeds in:
a. mi/s?
b. mi/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 r an a mile in 3.81 min. During this amazing run, what
was Steve Cram's average speed in:
a. mi/min?
b. mi/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
T=D/V class for the third time this week. She must get from one side of the school to the other
T=35/3.50
T=10 secs 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 4 8.0 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?
b. Draw a distance vs. time graph of the situation. (Assume constant speeds
for each hallway.)
T=D/V
T=48/1.20
T=40 seconds
T=D/V
T=60/5
T=12 seconds
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?
D=V*T
D=(3.0*108m /s)
D=378000000.0m
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?
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=5000sec
T=d/v
T=200m/2m/s
T=100sec
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?
Velocity Project 2018
Due: Wednesday night February 21,2018
1. Define the following terms and include pictures if possible:
Motion: the process of Speed: the rate at which Position: where something
moving an object. someone is able to operate is located.
Distance: the amount of Acceleration: Vehicle’s Terminal Velocity:t he
space between two things. capacity to gain speed. constant speed that a freely
falling object eventually
reaches.
Time: a continued Initial Velocity:the velocity Displacement: the moving
existence of the past of an object before of something from its place
acceleration causes a or position.
Velocity: Speed of change.
something in a given Key Metric units
direction. Final Velocity: the velocity
at the final point of time.
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed has no direction or location, velocity has a located direction.
3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a data table and graph showing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation:
A. Fastest Runner 2867/ 28= 102 hrs
B. Model T Ford 2867/ 45= 63 hrs
C. Hindenberg 2867/ 84= 34hrs
D. Tesla top speed 2867/ 155= 18.5hrs
E. Fastest train 2867/ 268= 10.6hrs
F. F35 Fighter 2867/ 1199= 2.4hrs
G. Semi Trailer 2867/ 70=41hrs
*Provide a map showing your cities
*Show Detailed Math Steps
V=D/T
V=2,867/41
V=70mph
4. What would like to see in this city when you arrive? What tourist attraction?
What restaurant would you like to visit in this city? Provide pictures
What is the basic history of this city?
The us bank tower in Los Angeles, California, is the second tallest building
behind the Wilshire Grand center. Construction started in 1987 and ended in
1989. The building stands at 1,018 feet tall and 73 stories.
5. Determine and graph an 18% increase in Velocity for each vehicle -
Show how the Times would be affected by the increase in speed. Show a
double bar graph with the 2 different times for each vehicle.
*Include c and brief description of each mode of transportation
6. Use a math calculation to show how long it would take the F-35 Fighter Jet to
get to?
A. Sun?
B. Saturn?
C. Neptune?
(Use scientific notation)
V=D/T
V=1.2B/38
V=315789473.684
Structure of the Atom
NEUTRAL ATOM
Nucleus, protons, neutrons, electrons
Atomic Mass: Mass of an elements made by the number of neutrons and protons in a
nucleus: the middle of an atom
Charge: negative or positive charges make
Valence Electrons: The parts of an atom that gives an element its negative charge.
***Use models to explain the difference between:
Sodium Chloride and Magnesium Chloride or Sodium sulfide and C alcium Sulfide
Isotopes
Link: h ttps://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
Provide Example
How are they used by Scientists
Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
Dmitri Mendeleev was a russian inventor and chemist. Dmitri invented a law called the
Periodic Law; The law that properties of an element is a periodic function.
*What makes the elements similar in each family? While elements have different
masses, they all have similar chemical properties which means that the way the
molecules are all built similar.
*What are some trends in the Periodic Table?
a. Alkali Metals
● All +1 charge
● All metals
● All useful
b. Alkaline Earth Metals
c. Halogens
Elements that make very acidic compounds when mixed with hydrogen atoms.
d. Noble Gases
Elements that are found as gases with 8 electrons in the outer shell. They do not need
electrons and are unreactive with flame. They are also colorless, odorless, tasteless, and
nonflammable.
Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-d
Thermal (Heat) Energy Project
Chapter 6 (pg. 156-180)
DUE: Friday May 16th
1. Vocabulary - Define and make note cards or quizlet
Conduction:the Heat: the quality of Insulator: a thing or Calorie: e ither of two
process by which being hot; high substance used for units of heat energy.
heat or electricity is
directly transmitted temperature. insulation, in
through a substance
when there is a particular.
difference of
temperature or of
electrical potential
between adjoining
regions, without
movement of the
material.
Convection:t he Temperature: t he Second Law of Turbine: a machine
movement caused degree or intensity of Thermodynamics : for producing
within a fluid by the heat present in a the branch of physical continuous power in
tendency of hotter substance or object, science that deals which a wheel or
and therefore less especially as with the relations rotor, typically fitted
dense material to rise, expressed according between heat and with vanes, is made to
and colder, denser to a comparative other forms of energy revolve by a
material to sink under scale and shown by a (such as mechanical, fast-moving flow of
the influence of thermometer or electrical, or chemical water, steam, gas, air,
gravity, which perceived by touch. energy), and, by or other fluid.
consequently results extension, of the
in transfer of heat. relationships between
all forms of energy.
Radiation: the Heat Engine: a Specific Heat: t he Generator: a thing
emission of energy as device for producing heat required to raise that generates
the temperature of
electromagnetic motive power from the unit mass of a something, in
given substance by a
waves or as moving heat, such as a particular.
subatomic particles, gasoline engine or
especially high-energy steam engine.
particles that cause given amount (usually
ionization. one degree).
First Law of Conductor :a Kinetic Energy
Thermodynamics : material or device energy that a body
the branch of physical that conducts or possesses by virtue
science that deals transmits heat, of being in motion.
with the relations electricity, or sound,
between heat and especially when
other forms of energy regarded in terms of
(such as mechanical, its capacity to do this.
electrical, or chemical
energy), and, by
extension, of the
relationships between
all forms of energy.
2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.
*How are they different?
Gas is a free motion, liquid is an amorphous motion and solid is very slow
motion.
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 * Heat of Fusion
15g * 100 * 1 Calorie/g*celsius
Heat= 1500 Cal.
Heat = m * Change in Temperature (100-0) * SH of Water (1 cal/gC)
Heat=m * Heat vapor
15 grams * 2257 Jewles/grams
Heat = m * Heat of Vaporization
Heat= M * Heat fusion
15g * 333.5 jewles
Heat= 5003.25 jewles
4. What is the difference between Heat and Temperature?
Provide a definition, picture and video link to help you review.
Definitions:
Heat:t he quality of being hot; high temperature.
Temperature:t he degree or intensity of heat present in a substance or object, especially as
expressed according to a comparative scale and shown by a thermometer or perceived by touch.
Picture:
Heat
Temperature
Video: h ttps://www.youtube.com/watch?v=wTi3Hn09OBs
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?
2. How is heat transferred throughout the Earth? E nergy is transferred between
the earth's surface and the atmosphere through radiation, conduction and
convection.
4. How is Steam used to create electricity in Power Plants? Pick 2
A. Coal Plants are used to create electricity by using a steam engine that causes heat.
When this causes heat the steam blows out to a turbine that will revolve and create
electricity
B. Natural Gas Plant
C. Nuclear Plants are used by fission of uranium atoms which also causes heat. Much
like the coal plants, they create heat that is put in a steam engine, after that the steam
blows out into a turbine which spins to create energy.
D. Where did Fossil Fuels originate?
E. What is the difference between Renewable and NonRenewable forms of energy?
Part II - Water, Orange Juice and Vegetable Oil
Write a reflection about this lab
Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added? As the
beaker gets hotter, the molecules move around faster.
2. Which substance showed the greatest temperature change? Least? Use data
3. How does Average Kinetic Energy relate to this experiment? Kinetic energy is related
to this experiment because heat is partly kinetic
5. Why is water a great substance to put into a car engine radiator?
5. Lab Experiment:
*Conduct an experiment that tests 3 different cups for their ability to insulate.
A. Conduct experiment
B. Create Data Table
C. Write short conclusion paragraph that relates your data to research about the
effectiveness of the 3 materials to provide insulation.
Critical Thinking - Choose 1 out of 3 t o 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.
3. How does the atmosphere act as an insulator? The atmosphere acts like an insulator
because the radiation in space is kept outside. If there was no atmosphere or magnetic
field, we could die from radiation and temperature increasing.
6.9
7. Lab Experiment: April 28-30
*Conduct an experiment to determine the Specific Heat of 3 different metals.
A. LAB TEMPLATE
Aluminiu 19.6 75.8-2 250 250 0.256 0.215
m -S3 100 26-23.5 6
Zinc -S3 29.3 75-25. 140 0.095
100 25.1-23.7 1 140 8 0.093
B. LAB RUBRIC - Focus on DATA ANALYSIS SECTION
C. Research a Phenomenon in nature that relates to Specific Heat
8. SPECIFIC HEAT WORKSHEET
WORKSHEET LINK - Use this worksheet and show your work
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 piece 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 J= 15¾ Grams
1086.75 J=2362.5 Grams * C * SH
0.46 J/ G*C * SH
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= 10g * 33C*0.90J/G*C
Heat =297
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= 5275 J= 50g * (x-20C) * 0.50 J/g°C
Heat= 5275 J= 25 * (x-20C)
211 J= ( x-20C)
Heat Template
Name
Class
Teacher Mr. B. Lopez
Date
Investigation Title:
I. Investigation Design
A. Problem Statement:
Can metal be identified by using specific heat?
B. Hypothesis: (Hint: Something about comparing metals to water - use increase or decrease)
If the metal is placed in the beaker of water, then the water will heat up.
C. Independent Variable: x
Levels of IV
*What metals did you use?
Zinc
D. Dependent Variable:y
Specific Heat
0.093
E. Constants:
Order of procedures Water Temp. Sizes of cups/beakers
F. Control:
*What substance makes good control in many labs?
Water
G. Materials: (List with numbers)
1. Beaker
2. Coffee Cup
3. Water
4. Thermometer
5. Stirrer
6. Salt
7. Vinegar
8. Hot plate
9. Graduated cylinder
10. Triple-beam balance
11. Metals (Aluminum, Copper, Zinc, Etc.)
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
100*6*0.215=129
B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal
19.6 * 72.3 * 0.9021278.2
II. Data Collection
A. Qualitative Observations: (Describe the metals using characteristics)
Soft
Shiny
Light weight
Silver
Hexagonal
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)
25 25 21 100
26 25 21 100
27 25 22
28 26 22
29 26 23
30 27 24
31 27 25
Spe
cific
Heat
Data
Tabl
32 e
Object Mass Mass Δ Temp Δ Temp Heat Heat Real
Metal Water H20 Metal Gain Lost Specific
H20 Metal SH Metal Heat
Example 27-21 75-27 Use
65 100 = 6 = 48 600 600 notes
Copper - 28.4 100 24.3-22. 86-24.3 180 180 0.103
S4 5
Aluminu 19.6 100 25.5-22 97.8-25.
m - S4 5
24.8-2
Copper - 3.1=1. 76.8-24.
S7 8=52
28.6 100 7 170 170 0.11
Aluminiu 19.5 100 25.5-22= 77.9-25.
m - S7 5=
Copper 28.4 100 25-22.5= 78.1-25=
S2 2.5
Aluminiu 19.6 100 26-24=2 78-26= 200 200 0.196 0.215
m-S2
Aluminiu 26-23. 75.8-
m -S3 19.6 26
100 5 250 250 0.256 0.215
25.1-23. 75-25 0.095
7
Zinc -S3 29.3 100 .1 140 140 8 0.093
III. Data Analysis/Conclusions
Purpose
Hypothesis correct?
Data to support your hypothesis
The purpose of this experiment was to see the different specific heats of different materials. The
data supports my hypothesis because the metal was identified by using specific heat. The
hypothesis was incorrect because the beaker stood at the same temperature before and after
the metal was added. As shown in the data, The specific heat of the zinc is 0.093. This shows
that the temperature will rise at a minimum, only changing the temperature little. In conclusion,
the heat of the beaker only changed 0.1 degrees because the specific heat of zinc is 0.093.
IV. Research
1. How does Specific Heat relate to a real life application? This relates to a real life application because
The Specific Heat is a measure of the property of a substance and does not change for different masses
of that substance, while the Specific Heat Capacity is the total amount of heat to needed to raise the
temperature of a given amount of that substance.
(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence
https://www.nuclear-power.net/gallium-specific-heat-latent-heat-vaporization-fusion/
https://www.nuclear-power.net/astatine-specific-heat-latent-heat-vaporization-fusion/
Acceleration Worksheet. Name:
Date: ______________
_________________________
14.2 Acceleration
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 deceleration.
The acceleration formula can be rearranged to solve for other variables such as final speed (v 2)
and time (t) .
EXAMPLES
1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s
acceleration?
Looking for Solution
Acceleration of the skater
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=
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?
T= D/V
T= 45-85/4.5
T= -143.889m/s
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 = _____1.5m/s______________________
A=15-0/10
A=1.5m/s
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?
A= V2 - V1/T
A= 30/-4
A= 7.5m/s
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?
A=V2 - V1 / T V2= 50 mph+(7.5 m/s)* 5 sec
A= 60m/s-0m/s/ V2 = 50+ 37.5mph
A= 7.5 mps V2 = 87.5mph
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=2m/s+(4m/s)*5
V2 =2m/s+20m/s
V2 = 22m/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=60m/s-25m/s/5m/s
A=7m/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=6mph-25mph/10
A=-1.9m/s
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=25sec+(7m/s)2+6
V2=25 m/s+42 m/s
V2=67m/s
10. A car starting from rest accelerates at a rate of 8.0 m/s/s. What is its final speed at the end of 4.0
seconds?
V2 =V1 +(A*T)
V2 = 0m/s+8m/s*4 seconds
V2 =32m/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=10m/s-0m/s6
A=1.67m/s
12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the cyclist to reach a speed of 18
m/s?
T=V2-V1/ A
T=18m/s-0m/s/7m/s2
T=2.57 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=0m/s-7m/s/3sec
A=-2.33m/s2
QUIZ: Motion
Name: ________________________ Date:
___________
Formulas:
A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a
1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?
A= v2 −v1
T2
A=89/14m/s
A=6.35m/s
2. A car starting from rest accelerates at a rate of 18.0 m/s/s. What is its final speed at the end of
5.0 seconds?
V2 = V1 + (a * T)
V2= 18*90
V2= 1620
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
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 × 108 m/s. What was the distance between the astronomers and the moon?
D = V*T
D= 300000000*2.3
D= 6900000000
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?
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?
T= D/V
T=1000/0.35
T=2857.1 seconds
____________________________________________________________________________________________________________________________
T= D/V
T=200/1.85
T=108.1
T= D/V
T= 800/4.2
T= 190.5
T=298.6+4320=4618.6 sec
6. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp (A).
Angle Chart: h ttps://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc
Which Angle had the greatest Acceleration? Write a Conclusion based on your findings. Create
a Graph if you have time.
20-10/5=2m/s
50-20/2=15m/s
QUIZ: Inclined Plane
QUIZ: W ednesday and Thursday
Directions: Analyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:
How does the angle of an inclined plane affect the Mechanical
Advantage? Is there a machine that is impossible? Explain using
data.
Hypothesis: (Use proper form!)
If the Angle increases, then the Mechanical advantage will decrease.
Diagrams of Inclined Planes: (Use DRAWING - Label Diagrams)
Possible Machine Impossible Machine
Angle Chart: https://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc
Calculations ( Examples):
IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
IMA = AMA = Eff =
IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
IMA = AMA = Eff =
Data Table: (Located on Google Classroom)
Graph: ( Angle and Mechanical Advantage)*Make sure you have Titles!
*Only graph the Angle and Mechanical Advantage
Inclined Plane Name:
Data Table ______
______
______
______
______
______
_
Output Output Output Input Input
Force (N) Dist. (m)
Trial Work (J) Force Input Dist. Work IMA AMA Efficiency
Angle = 10* 12 70 3 1.42
Angle = 10* 840 4 300 1200 4.28 2 1.42
Angle = 18* 12 70 1.5 0.95
840 6 200 1200 2.85
12 70
840 8 100 800 1.42
IMA = Input Efficiency
Distance(Effort)/Out = Work
put Distance output/wo
(Height) rk input X
100
AMA = Output
Force/Input Force Work =
(Effort) Force *
Distance
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.
Lab Rubric - Data Analysis Sections
CONCLUSION: T he purpose of this experiment was to find the efficiency of this machine. The
hypothesis was if the angle increases, then the mechanical advantage decreases. The data
supports the hypothesis because as the angle increases, mechanical advantage decreases.
There is a machine that is impossible that goes from an 800 newton input to an 840 output. The
1
angle of the impossible machine was 18* degrees and the mechanical advantage was 1.5. The
relationship between this experiment and Newton’s first law of motion because the objects stays
in motion unless affected by an unbalanced force like a slope, ramp, cliff or dropoff.
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.
"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.
Height of
Ramp Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2
50 m 100 m 10 sec. 10m/s 100 m 5 sec. 20m/s 2m/s
100 m 5 sec. 20m/s 100 m 2 sec. 50m/s 15m/s
100 m
Graph: (graph the angle on x-axis, acceleration on y-axis)
Conclusion: (Purpose, hypothesis, correct, data to support, how did you get the angle?)
I got the angle by subtracting the velocities and dividing the time. When the ramp gets a steeper
angle, the car falls faster causing the car to accelerate. The purpose of this experiment was to
find the angle and acceleration of a vehicle on a ramp. My hypothesis was correct because the
car got faster as the ramp got steeper. My data supports my hypothesis because the 100m ramp
made the car go 7x the speed of the 50m ramp.
Potential Energy Project
Due: Friday 3/17
Define and make note cards or QUIZLET for the following words:
Energy: the amount Joules: the Chemical Potential Law of Conservation
of kinetic and measurement of joule Energy: potential of Energy
potential energy energy stored in a
within something substance
Kinetic Energy: Kilojoules: 1000 joule Elastic Potential Gravity: the force that
energy of motion units Energy: stored by the attracts a body near
deformity of an earth
object.
Potential Energy: Gravitational Mechanical Energy:
Energy inside a body Potential Energy: sum of
of an animal or plant. amount of energy potential/kinetic
from its position on or energy.
above earth.
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 - 17% greater than Earth’s Gravity
Star Wars Planet #2 - 39% less than Earth’s Gravity
Star Wars Planet #3 - 82% greater than Earth’s Gravity
*Use the height of your favorite Roller Coaster. You will use this to figure out the
Velocity at the bottom of the hill on the Star Wars Planets.
Calculations:
Choose 3 planets from the Star Wars Universe and use 3 different
Examples:
A. Star Wars Planet #1: Bespin
B. Star Wars Planet #2: Hoth
C. Star Wars Planet #3: Tatooine
Data Table:
Planet #1 mass (kg) gravity ? H1 = your coaster GPE
Object 0.4535 10.25m/s
1 Thunderbird 22.6m/s2
mass (kg) gravity
Planet #2 0.1115 9.99m/s H2 = your coaster GPE
Object
1 mass (kg) gravity Medusa 89.59m/s2
0.1115 11.3m/s
Planet #3 H1 = your coaster GPE
Object
1 kingda ka 101.3m/s2
Use the formula: GPE = mass * acceleration due to gravity (Earth is 9.8 m/s2) * height of object
Graph:
X - axis: Planet
Y -axis: Potential Energy
Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?
● Height
● Strength
● Mass
2. Why did the GPE change on the other planets?\
The gravitational field was different on all the planets causing the coaster to go faster or slower.
3. Which planet would you be able to hit a golf ball further? Explain using data.
You would be able to hit a golf the furthest on Hoth because the gravity is 9.99m/s and the
strength when you hit it could affect the distance it goes.
4. How does GPE relate to Chemical Potential Energy?
The two relate because they are containing potential energy and also create kinetic energy from
particles and different mass objects.
5. How do Energy companies use GPE to generate Electrical Energy? Give an example
6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.
Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2: http://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:
GPEtop = KEb ottom
Object mass (kg) gravity (9.8 m/s2) H1 = 5 m GPE
1 0.4535 9.8m/s2 5m 22.7
2 0.1373 10 5 20.595
3 0.0572 10 5
Object mass (kg) gravity (9.8 m/s2) H2 = 15 m GPE
1 0.1115 10 15 60.025
2 0.1373 10 15 20.595
3 0.0572 10 15
Object mass (kg) gravity (9.8 m/s2) H1 = 25 m GPE
1 0.1115 10 25 113.375
2 0.1373 10 25 34.325
3 0.0572 19 25
14.3
Use the formula: GPE = mass * acceleration due to gravity (9.8 m/s2) * height of object
Science Portfolio Reflection
1. What was your favorite science activity or topic this year? Why did you enjoy this
activity? Be specific
The activity that was my favorite was the magnesium burning because the light was so
bright and it was also amazing that such a small sheet of magnesium can cause that
light.
2. Which topic or skill did you find to be the most challenging? Explain
The most challenging activity was the production of the incline video because we
would always have to restart if we mess up or break something.
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?
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Paul Torres (Class of 2022) - Blue Science Portfolio (1)
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