Bluey Portfolio in Sciencie

33. A scientist wanted to find out if he/she could dissolve 110 grams
of Sodium nitrate at 80 C. How many grams would be added to make
this a saturated solution?

Your Answer: 34 g

34. Mr. Kotulski tried to make a solution with 90 grams of Potassium
nitrate at 40 C. Describe this solution:

Your Answer: Supersaturated

35. Mr. Kotulski tried to make a solution with 90 grams of Potassium
nitrate at 40 C. How many grams of Potassium (KNO3) could be
taken away?

Your Answer: 29

36. Mr. Kotulski tried to make a solution with 90 grams of Potassium
nitrate (KNO3) at 40 C. What Temperature would Mr. Kotulski have to
heat the water to in order to make it dissolve?

Your Answer: 54

37. What is the Mass% of Oxygen in the following compound: NaNO3

Your Answer: 56

38. What is the Mass% of Oxygen in the following compound:
Lithium sulfate

Your Answer: 58

39. How much Heat Energy would be required to completely
evaporate 35 grams of Ice from its Melting Pt. completely to steam?

Your Answer: 1.84 * 104​

40. How much Heat Energy would be required to completely
evaporate 25 grams of Silver from its melting point?

Your Answer: 5.89 * 104​

41. What type of chemical reaction is shown in the following link:

Your Answer: Single Displacement

42. What type of chemical reaction is shown in the following link:

Your Answer: Synthesis

43. What type of chemical reaction is shown in the following link:

Your Answer: Double Displacement

44. Analyze the following Data: What is the % of Large rocks in the
following mixture?

Your Answer: 52

45. What is different about the 2 Pie Charts? (Mixture and
Compound)

Your Answer: Heterogeneous all have different %s of materials while
Compounds have the same

46. Analyze the following Solubility Graph: A mass of 80 g of KNO3
is dissolved in 100 g of water at 50 ºC. The solution is heated to 70ºC.
How many more grams of potassium nitrate must be added to make
the solution saturated?

Your Answer: 50 g

47. Analyze the Solubility Graph: What is the solubility of NaNO3 at
25°C?

Your Answer: 91 g

48. Which Phase of Matter would occupy the LEAST volume?

Your Answer: solid

49. Which Phase of Matter would occupy the GREATEST volume?

Your Answer: gas

50. Which of the following equations follows the Law of
Conservation of Mass?

Your Answer: D

51. What are the correct Coefficients for the following chemical
reaction?

Your Answer: 1, 2, 1, 2

52. What are the correct Coefficients for the following chemical
reaction?

Your Answer: 4, 3, 2

53. Use the Solubility Rules Chart to determine if CaSO4 is the
Soluble or Insoluble

Your Answer: Insoluble

54. Use the Solubility Rules Chart to determine if PbCO3 is Soluble
or Insoluble

Your Answer: Insoluble

55. Use the Solubility Rules Chart to determine if Ag3PO4 is Soluble
or Insoluble

Your Answer: Insoluble

56. Use the Solubility Rules Chart to determine if Sodium Nitrate is
Soluble or Insoluble

Your Answer: Soluble

57. The ability of some solids to change directly from a solid to a gas
is called ___________.

Your Answer: sublimation

58. Name the following compound: Na2SO4

Your Answer: Sodium Sulfate

59. Name the following compound: CaCO3

Your Answer: Calcium Carbonate

60. Name the following compound: NH4NO3

Your Answer: Ammonium Nitrate

61. Name the following compound: Li3PO4

Your Answer: Lithium Phosphate

62. Write the formula for the following compound: Magnesium
hydroxide

Your Answer: Mg(OH)2

63. Write the formula for the following compound: Calcium
phosphate

Your Answer: Ca3(PO4)2

64. Write the formula for the following compound: Ammonium
sulfate

Your Answer: (NH4)2SO4

65. Write the formula for the following compound: Lead (II) Nitrate

Your Answer: Pb​3​NO2​

66. A scientist wanted to find out the % of Oxygen from the reaction
between Lithium carbonate and Ammonium bromide. Predict the
products and balance the chemical reaction. Determine the % of
Oxygen by mass in the compound that contains Oxygen found in the
product. DO NOT WRITE THE % SYMBOL!

Your Answer: 50

66. A second scientist wanted to find out the % of Oxygen from the
reaction between Magnesium sulfate and Sodium chloride. Predict
the products and balance the chemical reaction. Determine the % of
Oxygen by mass in the compound that contains Oxygen found in the
product. DO NOT WRITE THE % SYMBOL!

Your Answer: 45

67. Symbol for Gold

Your Answer: Au

68. Symbol for Mercury

Your Answer: Hg

69. Name the following compound: (NH4)2CO3

Your Answer: Ammonium Carbonate

70. Write the Chemical Formula for: Potassium Carbonate

Your Answer: K2CO3

71. Write the Chemical Formula for: Magnesium Phosphate

Your Answer: Mg3(PO4)2

72. Write the Chemical Formula for: Aluminum hydroxide

Your Answer: Al(OH)3​

73. How many Oxygen atoms in the following compound: Mg(NO3)2

Your Answer: 6

74. How many Oxygen atoms in the following compound: Calcium
Phosphate Hint: (Don't forget to criss-cross!)

Your Answer: 8

75. How many Oxygen atoms in the following compound: Potassium
nitrate

Your Answer: 3

Atomic Structure Portfolio  

 

 

 
Notes: 

● Basic unit of matter, make elements  
● Isotope: heavier version of an 

atom 

● Protons and Neutrons are heavier and are located in the nucleus of an atom 
● Electrons are light in comparison, located in a “cloud” surrounding the nucleus 
● Protons and Neutrons approx. have the same mass 
● Atoms have equal number of protons/electrons 
● Atoms have usually the same number of protons/neutrons 
● Adding a proton to an atom makes a new element 
● Adding an electron makes an isotope 
● Nearly all mass resides in the nucleus  
 

History of an Atom:  

● Idea of something “undivisible” and a 
basic unit of matter originated from 
Greek philosophers Democritus and 
Leucippus 
○ Theory: if you kept on dividing 
anything into small enough parts, 
there would eventually be a point 
where it couldn’t be cut smaller 
anymore 
○ Atom comes from Greek word 
“uncuttable” 
○ Rejected because of Aristotle’s more popular theory 

● 1808: John Dalton proved the Greek atom theory  
○ Suggested atoms were tiny spheres and every element was comprised 
of them 
○ In chemical reactions, atoms would rearrange to form compounds 

● End of 1800s: J.J Thomson discovered electrons 
○ Created Plum Pudding Model 
■ Showed electrons were stuck inside atoms like bits of plum in 
plum pudding  
■ “Pudding” itself was positively charged electrons 
 
 
 

 

 
 
 
 
● 1911: Ernest Rutherford found the atom’s nucleus 

○ All positively charged electrons would be contained in the nucleus 
○ Electrons would surround the nucleus 
○ Made the Nuclear Model 
 
 
 
 
 
 
 
 
 
 
 
● 1913: Niels Bohr reasoned that atoms had a nucleus, but electrons orbited 
around it, like a solar system 
○ Made Bohr Model 
 
 
 
 
 
 
 
● 1919: Rutherford discovered protons 
● 1920s: Erwin Schrödinger found that 
electrons floated around nucleus like a 
cloud 
○ Called the path of the electrons 

the “orbital” 
○ Orbitals could form different 

shapes 
○ Made Quantum Mechanical Model 

 
 
 
 
 
 
 
 
 
 
 

● 1932: James Chadwick discovered neutrons 
● Modern-day atom is exactly like the Quantum Mechanical Model, but with 

protons/neutrons in nucleus 
 

Atom Structure 

 

The nucleus in an atom is made out of protons and neutrons, and is 
surrounded by the orbital, which is made out of electrons. The total number of 
protons and electrons is the same, so atoms have no charge. The number of protons 
in an atom is called the atomic number, aka the proton number. Electrons are 
arranged in energy levels that are called shells, and they all hold different amounts. 
A proton has a positive charge, a neutron has no charge and an electron has a 
negative charge. Atoms are always willing to fill up their valence shell (the outermost 
shell of an atom) to become complete, so they either bond with other elements to 
gain or lose electrons and form compounds. This way they can acquire all the eight 
electrons or get rid of them.  

Sodium Chloride vs Magnesium Chloride  

 

 
In Sodium Chloride, sodium has one valence electron it can give away, and 
chlorine needs one more valence electron to complete its outer shell. So sodium 
can give that extra electron to chlorine so they both have filled shells-and form the 
compound sodium chloride. Magnesium Chloride, on the other hand, has a 
magnesium atom with two extra valence electrons in its outer shell, so it needs two 
chlorines to bond with in order for all three of them to have filled shells, which is 
why Magnesium Chloride has one magnesium and two chlorides. They might both 
have chloride atoms, but a different ratio.  

 

Isotopes 

 
An isotope of an atom is a variation of an atom that is missing or has an extra 

neutron. For example, a regular hydrogen atom has a proton and an electron. But a 
hydrogen isotope might have a proton, a neutron, and an electron. Even though the 
formations are different, they are still the same element. That is why the atomic 
mass of an element is rarely a whole number-it is the averages of all the isotopes 
and their varying amounts of neutrons.  

For example, silver has two isotopes: Ag-107 and Ag-109. They are both still 
silver, with the same amount of protons and electrons-the only difference is that 
Ag-107 has around 60 neutrons and Ag-109 has around 62. Nevertheless, they are 
isotopes of silver.  

Scientists utilize isotopes for many reasons. Each isotope has its own unique 
chemical property, which makes most of them useful for a variety of ways in 
different fields. The isotopes can be applicated in energy production, industrial 
methods, archeology, geology, ecology, astronomy, and other scientific fields.  
 

Families of the Periodic Table 

 

Dmitri Ivanovich Mendeleev was born Feb 8th 1834, was a Russian chemist 
and inventor. He is most famous for forming the Periodic Law, which paved the road 
to finding eight new elements and the creation 
of the periodic table. He went to the ​ Simferopol 
gymnasium №1​. According to websites and 
biographies about him, as he tried to classify 
elements by their chemical properties for 
writing a science textbook, he noticed some 
elements were similar to each other in a 
sequence. He then stated that he dreamed the 
complete periodic table. On March 6th 1869, 
Mendeleev made a presentation to the Russian 
Chemical Society called ​The Dependence 
between the Properties of the Atomic Weights of the Elements​, which had elements 
ordered by their atomic weight and valence electrons.  
 

Some  trends  in  the  periodic  table  include:  the  number of orbitals, amount of 
ionization energy, the number of valence electrons, and the atomic radius.  

Going  horizontally  across  the  table,  every  row  has  an  increasing  amount  of 
valence  electrons,  because  they  are  all  part  of  different  families  with  a  unique 
number of outer electrons. Silicon, in the Carbon family, has 4 valence electrons and 
is  next  to  Phosphorus,  which  is  in  the  Nitrogen  family  and  has 5 valence electrons. 
Elements  are  purposely  grouped  that  way  so  it  is  easy  to  identify  the  amount  of 
valence  electrons  each  has.  If  you  don’t  know  that  Beryllium’s  number  of  valence 
electrons,  but  you  know  that  Lithium  is  an  alkali metal and definitely has 1 valence 
electron,  then  it  will  be  simple  to  figure  out  that  Beryllium  must  have  2  valence 
electrons.  

Looking down the table, the elements are then grouped into columns, which 
increase in the number of orbitals while decreasing in ionization energy.  

Since every element in a row has an increasing amount of valence electrons, 
it is concluded that eventually the row will reach a place where an element has all 
eight of the valence electrons in its outer shell and cannot add any more. Thus, the 
table returns back at the start with 
another orbital, and the trend continues. 
One comparison for atomic energy is that 
it is like a magnet. The further away the 
electrons are from the nucleus, the less 
attraction they will have, and vice versa. It 
all depends on the size of the atom’s 
radius. Elements are organized in 
increasing order of atomic radius, so ones 

on the top of a column and at the 
beginning of a row have small atomic 
radii, like Beryllium, which has an atomic 
radii of 90 pm and an ionization energy 
of 899 kJ/mol, and is at the top of the 
alkali earth metals and one of the first in 
its row. 
 
In the periodic table some elements have the same amount of valence 
electrons. Because a row has elements with the amount of valence electrons in an 
increasing order, it causes the elements in columns to have the exact same number 
of valence electrons. They are known as families. For example, the alkali metal 
family is at the start of their corresponding row, so they have one valence electron, 

the alkali earth metal family is second in their rows, so they have two. Halogens, 
near the end of their row, have seven, and the noble gases are last and have all 
eight. By this arrangement, it is easy to distinguish characteristics of every element. 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Article Summary 

 
The article “Goopy GIF: You can’t just look away from This Mesmerizing 
Experiment” from ​LiveScience ​is about ferrofluid and its practical uses in general. 
Ferrofluid is an oil that has tiny magnetic particles coated with surfactant, which 
helps to keep the particles separated. It was invented in the 1960s by NASA scientists 
who were trying to make a substance that could transport rocket fuel into a tank in 
zero-gravity surroundings. They thought that by suspending iron oxide particles in 

the fuel, it could create a magnetic field that could suck it into the engine. Even 
though the development of solid-rocket propellants surpassed the use of ferrofluid, 
the substance is now finding use in the medicine field, where it can be injected into 
tumors to kill off the cancerous cells or even used as a propulsion thruster for small 
satellites. The origin of ferrofluid was an invention and is now currently used for 
many ingenious purposes.  

 
 
 
 

 
 
 
 
Quarter 3  
 
 

 

 

 
 
 
 
 
 
 
 

Quarter 3 Contents 

Activity: Determine which fossil is older 
Quiz Review: Isotopes 
Quiz: Isotopes  
Tell a story using velocity 

Velocity Project 
Velocity Worksheet 
Activity: Acceleration 
Acceleration Worksheet 
Quiz: Motion 
GPE Project 
Pendulum Gravity Experiment 
Quiz Review: GPE 
Quiz Review 2: GPE 
Quiz: GPE/KE 

 
 
 
 
 
 
 
 
 
 
 
 
 

 

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 50
25
1500 12.5
3000 6.25
4500 3.125
6000 1.06
7500 .5
9000 .25
10,500
12,000

13,500 .125
15,000 0

Graphs:
Isotope 1 (A)

Isotope 2 (B)

Write an Essay that explains which fossil is older: (use your graphs)
Fossil A
18% of Fusarus remaining

5800 years

Fossil B
35% of Montanosaurus remaining

2800 years

On the two graphs, the x-axis represents the age of the fossils, and the y-axis represents
the percentage of the half-life remaining for the fossil. If you look at the corresponding graph for
Fusarus, which has 18% of half-life remaining, you can see that Fusarus is approximately 5,800
years old. For Montanosaurus, it has 35% of half-life remaining, so if you look at its
corresponding graph, it is around 2,800 years old. Because Fusarus is around 5,800 years old
and Montanosaurus is around 2,800 years old, Fusarus is obviously older.

 
 
 

 

Quiz Review: Isotopes 

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
0 100
0 100
3.2 50
2800 50 6.4 25
9.6 12.5
25
6.25
8400 12.5 16 3.125

11,200 6.25 1.56
22.4 0.78
14,600 3.125 25.6 0.39

1.56 0.19
32 0.095
20,200 0.78
0
23,000 0.39

0.19

28,600 0.095

0

Questions:

1 : Approx.

5,200 years

old

2:

1. How old is each Approx. 6.1

fossil if there is 29% million years

remaining? old

1: Approx.
3,200 years
old
2:
Approx. 3.4
2. How old is each million years
fossil if there is 46%? old

3. How much of
Isotope #1 is
remaining if the fossil
is 8000 years old? Approx. 15%

4. How much of
Cabrerianite is
remaining if the fossil 1:
is 11,000 years old? Approx. 8%

1:

Approx. 6,200

years old

5. How old is each 2.

fossil if there is 23% Approx. 7.8

remaining of both million years

isotopes? old

% remaining Isotope #1 Isotope #2
3.8 million years
Fossil A 32% remaining 4,000 years 9.1 million years
2.6 million years
Fossil B 18% remaining 7,200 years 3.1 million years
6.9 million years
Fossil C 75% remaining 2,200 years 4.3 million years

Fossil D 65% remaining 2,700 years

Fossil E 20% remaining 6,000 years

Fossil F 42% remaining 3,200 years

 

Graph 1:

 
 
 
 
 
 
 
 
 
 
 
 
 

 

Graph 2:

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?

# of Lead protons: 82
204 Lead isotope: 204 - 82 = 122 neutrons
206 Lead isotope: 206 - 82 = 124 neutrons
207 Lead isotope: 207 - 82 = 125 neutrons
208 Lead isotope: 208 - 82 = 126 neutrons
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 32.971 amu and 4.22% have a mass of 33.967amu.
How many neutrons would each isotope have in its nucleus?
# of Sulfur protons: 16
32 Sulfur isotope: 32 - 16 = 16 neutrons
33 Sulfur isotope: 33 - 16 = 17 neutrons
34 Sulfur isotope: 34 - 16 = 18 neutrons

Quiz: Isotopes 

QUIZ:​ Isotopes 

Name: ​Amy Zhang Date: ​2/6 

Directions​ construct a graph that will help you determine the age of fossils. 

 

​Isotope A 

Years  Percent Isotope 

0  100 

5730  50 

11,460  25 

17,190  12.5 

22,920  6.25 

28,650  3.125 

34,380  1.06 

40,110  .5 

45,840  .25 

51,570  .125 

57,300  0 

 
 
 
 
 
 
 
 
 
 
 
 
 
 

Graph: ​(place graph here) 

 

Questions: (Use your graph above to answer the questions below) 
1. How old is the following fossil? 
Fossil A - 73% of Isotope A remaining 

 
The following fossil is approximately 4,800 years old  
 
2. How old is the following fossil? 
Fossil B - 15% of Isotope A remaining 

 
 
 
 
The following fossil is approximately 15,000 years old  
 
 

3. What percentage of Isotope A is remaining if the fossil is 1200 years old? 
(Use your graph) 
 

If the fossil is 1,200 years old then the percentage of carbon remaining will be about 
80% 

 

Average Atomic Mass Calculations 
 

1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969 
amu) and 24.47 percent 37Cl (mass = 36.966 amu). Calculate the average atomic 
mass of chlorine. 
(34.969*0.7553) + (36.966*0.2447) = 35.46 amu  

 
2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses 
and relative abundances of 27.9769 amu (92.2297%), 28.9765 amu (4.6832%) and 
29.9738 amu (3.0872%).  
(27.9769*0.922297) + (28.9765*0.046832) + (29.9738*0.030872) = 28.09 amu  

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!) 
 

To  determine  the  number  of  neutrons  for  each  isotope,  the  first step is to find 
the  mass  number,  which  is  the  total  number  of  protons  and  neutrons  combined.  For 
example,  the  mass  number  for  Cl-35  is  35.  Next,  take  the  atomic  number, which gives 
the  amount  of  protons  for  an  isotope.  Regardless  of  how  many  neutrons  an  isotope 
from  a  certain  element  has,  they  will  all  share  the  same  number  of  protons.  For  all 
chlorine  isotopes,  the  atomic  number  is  17.  The  last  step  is  to  subtract  the  atomic 
number from the mass number, so the number of protons will cancel out and just leave 
behind the neutrons. The amount of neutrons for Cl-35 is (35 - 17) which is 18. Therefore, 
the  amount  of  neutrons  in  Cl-35  is  18,  and  that  is  how  to  figure  out  the  amount  of 
neutrons an isotope has for any kind of element.  

The  %  abundance  of  Cl-35  contributed  to  the  average  atomic  mass  of chlorine 
because  the  average  atomic  mass  is  an  average  of  all  the  atomic  masses  of  the 
isotopes  of chlorine (or any element), and taking in consideration of the quantity each 
isotope exists in nature. To further elucidate this, in the M&M Lab, the different types of 
M&Ms,  or  the  “isotopes”  were  plain  and  peanut.  You  needed  to calculate the average 
mass  of  all  the  M&M’s  while  taking  account  that  the  M&M  isotopes  were  in  varying 
amounts. The solution would be finding the average mass of each type of M&M isotope, 
and  then  finding  its  %  abundance,  or  how  much  of  each  M&M  isotope  occured  in  the 
entire  sample  of  M&M’s.  Finally,  you  would  multiply  the  mass  of  the  plain  M&M’s 
(Isotope  1)  by  its  %  abundance and the mass of the peanut M&M’s (Isotope 2) by its % 

abundance  and  add  the  two  figures  together.  Each  %  abundance  would  affect  the 
average  atomic  mass  because  the  contrasting  amounts  of  each  M&M  isotope  will  be 
taken  in  mind.  Going  back  to  chlorine,  if  the  %  abundance  of  a  particular  chlorine 
isotope exists in a greater quantity than another, them the average atomic mass would 
be  closer  to  that  isotope’s  total  mass,  and vice versa. In conclusion, the % abundance 
percent  of  Cl-35  (or  any  isotope  )  definitely  contributed  to  its overall average atomic 
mass.  

Tell a story using velocity

Name: Amy Zhang Date: 2/12

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)
Tobias and Amy running 4.1 m/s
Katrina skipping 19.81 m 4.8 sec 1.6 m/s
Ally jumping 1.1 m/s
Aidan walking 15.85 m 9.8 sec 1.1 m/s

3.7 m 3.5 sec

9.14 m 8.7

Graph:​ (X-axis is Time; y axis is Distance)

Story:
One day, on a normal Monday in Science, the students were frightened that Mr. Lopez
was gonna catch them and make them recite the periodic table of elements. In the
moment of fear, starting at Mr.Lopez’s classroom door, Amy and Tobias sprinted 19.81
meters down to Mrs. Goodwin’s room in 4.8 seconds. However, Katrina wasn’t worried.
She had gotten a marvelous grade (A++++++++++++) before on a test. She knew her
elements well enough. Out of excitement, Katrina skipped 15.85 meters from Mrs.
Goodwin’s room to the green hall staircase for 9.8 seconds, until she realized she
couldn’t go upstairs and had to go back. The next day, Aly tried to ditch class in order to
escape a quiz review, walking steadily down the hallway, until Mr. Lopez came out with
depleted uranium and threw it at Aly! In the heat of the moment, Aly dodged the element
by jumping over it. This took 3.5 seconds overall, Aly only traveling 3.7 meters away from
the buzzing classroom until she had to go back. Before the day ended, and since Mr.
Lopez used up all the water in his classroom throwing it at Aly in the efforts to bring her
back in, Aidan was exhausted of dehydration, and needed some H2O himself. It took
Aidan 4.2 sec to go 4.57 m to get to the water fountain, 5 sec and 0 m while he was busy
drinking, and 4.3 sec to walk the 4.57 m back. All in all, it was a wild day and a lot of
movement in Dood Middle Snek that week, and the children eventually learned the
elements with the encouraging help from Mr. Lopez.

Velocity Project  

Velocity Project 2018
1. Define the following terms and include pictures if possible:

Motion: the change in Speed: the rate at which Position: a place where
position of an object over an object covers distance someone or something is
time in a certain amount of time located or has been put

Distance: an object’s Acceleration: the rate of Terminal Velocity: the
change in position change of velocity per unit constant speed of a falling
of time object after it reaches
maximum resistance and
can accelerate no further

Time: continuous, Initial Velocity: velocity of Displacement: the vector
measurable quantity of an object before quantity for the change in
passing events acceleration an object’s position

Velocity: the vector Final Velocity: velocity of Key Metric units: units from

measurement for the rate an object after acceleration the metric system used for

and direction of the change at the final point in time displaying distance, time,

in the position of an object speed in physics
Length:
km (kilometers)
m (meters)
Time:
s (seconds)
Speed:
x distance/y time

 

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.

The difference between speed and velocity is that speed is the rate of how far an
object covers in a certain amount of time, while velocity is the rate of the distance of an
object by a certain amount of time in a given direction. For example, if you are driving a
car, your speed will be how many miles you travel in an hour, but your velocity is the
speed of the general direction you are driving at.

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:
Cities: 

Vienna, Austria 

 
 

 
 
 
Barcelona, Spain  

 
Distance: 1,112.4 mi  
Map:  

 
Transportation 

A. Fastest Runner 
a. Usain Bolt, retired Jamaican sprinter, holds the world record for 100m and 
200m sprint 
b. Speed: 44 mph 

B. Model T Ford 
a. First affordable car produced by Ford Motor Company in the 1900s  
b. Speed: 45 mph 

C. Hindenburg  
a. German passenger airship that combusted into flames in May 6th, 1937 

b. Speed: 84 mph 
D. Tesla top speed 

a. Type of hybrid car created by CEO Elon Musk 
b. Speed: 155 mph 
E. Fastest train 
a. The Fuxing Train is the fastest train the world, an electric multiple unit 

high-speed train 
b. Speed: 217 mph  
F. F35 Fighter Jet 
a. Stealth multirole fighter used in the United States Air Force, Marines, and 

Navy 
b. Speed: 1,200 mph 
G. Mobility Scooter  
a. A type of power-operated scooter designed like a wheelchair  
b. Speed: 4 mph  
 
 
 
Usain Bolt  

 

Model T Ford 

 

Hindenburg 

 

 
Tesla 

 

 
Fuxing Train  

F35 Fighter Jet    
 

Mobility Scooter 

 
 

Calculations:  

Fastest Runner (Usain Bolt)  
T = D/V  
T = 1,112.4 mi/27.44 mph 
T = 40.54 hrs 

Model T Ford 
T = D/V 
T = 1,112.4 mi/45 mph 
T = 24.72 hrs  

Hindenburg 
T = D/V 
T = 1,112.4 mi/84 mph 
T = 13.24 hrs 

Tesla 
T = D/V 
T = 1,112.4 mi/155 mph 
T = 7.18 hrs 

Fuxing Train  
T = D/V 
T = 1,112.4 mi/217 mph 
T = 5.13 hrs 

F35 Fighter Jet 
T = D/V 
T = 1,112.4 mi/1,200 mph 
T = 0.93 hrs 

Mobility Scooter 
T = D/V 
T = 1,112.4 mi/4 mph 
T = 278.1 hrs  

 

Table:  Time (hrs) 
Vienna, Austria to Barcelona, Spain  41 
Transportation  25  
13  
Fastest Runner  7 
5 
Model T Ford   1  
278  
Hindenburg 

Tesla 

Fuxing Train  

F35 Fighter Jet 

Mobility Scooter 
 
 
Graph: 
 

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?

Vienna, Austria 

Vienna is the capital of Austria and its largest city, with a population of 1.8 
million. Until the 1900s, it was the largest German-speaking city in the world before it 
split into the Austro-Hungarian Empire in World War I. The Celts first settled into the 
area which was to become Vienna around 500 BC, and that area slowly grew into a 
country, ruled by a monarchy in the early 1200s to early 1900s. Later on it was 
capital of the First Republic of Austria, and during World War II, part of Nazi 
Germany. In 1955, the Soviets signed a treaty to surrender part of their land and 
withdraw their troops, and ensured that Austria would not be part of NATO (North 
Atlantic Treaty Organization) or the Soviet bloc, so Austria entered the European 
Union later than other countries. Austria is famous for its artistic origins and rich 
history, so I would like to see displays of that. Some famous attractions are the 
Schönbrunn Palace, Hofburg, Prater, and the Vienna State Opera. The restaurants I 
would like to visit would be some nice 
cafes or some local Viennese food, which 
are known for their pastries.  

Flag of Austria

Location of Vienna, Austria in Europe

Apfelstrudel, an apple pastry, abundant in Vienna

Attractions  

Schönbrunn Palace 

Hofburg 

Prater 

Vienna State Opera  

Barcelona, Spain 

Barcelona is a city in Spain, and the capital of Catalonia with a total 
population of 4.7 million. It was originally founded as a city in the Roman Empire, but 
in the Middle Ages it became the capital of the County of Barcelona, then combined 
into the Kingdom of Aragon. In the 1400s Barcelona merged into, but not fully, into 
Spanish control with the marriage of Ferdinand II of Aragon and Isabella I of Castile 
(Castile is a region of Spain) but they each still kept their own territories, Aragon and 
Castile. As Spain progressed into the present, Barcelona was centered in its events, 
such the development of Catalonia, and it eventually turned into the capital of 
Catalonia and today, is a place of Catalonia’s unique origins and culture. Barcelona 
is ubiquitous in its culture and a large tourist destination in Europe, so I would care to 
see the history and social events that shaped it into the city that we know today. 
Some well-known attractions in Barcelona are Sagrada Família, the Magic Fountain 
Show, Camp Nou Stadium, and Las Ramblas Street. Any restaurant would be fine as 
long as they showcase the popular food eaten there, since food is a large part of 
culture.  

One of the many variants of the Catalonian flag Flag of Spain

Tapas, an essential part of
Spanish cuisine prominent in
Barcelona

Barcelona’s location in terms of Spain and Catalonia

Attractions 

Sagrada Família 

 

 
Magic Fountain Show 

Camp Nou Stadium  

 
 
 
Las Ramblas Street 

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 pictures and brief description of each mode of transportation

 
Calculations (w/18% increase):  

Fastest Runner (Usain Bolt)  
T = D/V  
T = 1,112.4 mi/27.44 mph × 1.18  

T = 1,112.4 mi/32.38 mph 
T = 34.36 hrs 
Original T: 40.54 hrs 
Model T Ford 
T = D/V 
T = 1,112.4 mi/45 mph × 1.18 

T = 1,112.4 mi/53.10 
T = 20.9 hrs 
Original T: 24.72 hrs  
Hindenburg 
T = D/V 
T = 1,112.4 mi/84 mph × 1.18 

T = 1,112.4 mi/99.12  
T = 11.22 hrs 
Original T: 13.24 hrs 
Tesla 
T = D/V 
T = 1,112.4 mi/155 mph × 1.18 

T = 1,112.4 mi/182.90 
T = 6.08 hrs 
Original T: 7.18 hrs 
Fuxing Train  
T = D/V 
T = 1,112.4 mi/217 mph × 1.18 

T = 1,112.4 mi/256.06 
T = 4.34 hrs 
Original T: 5.13 hrs 
F35 Fighter Jet 
T = D/V 
T = 1,112.4 mi/1,200 mph × 1.18 

T = 1,112.4 mi/1416 

T = 0.79 hrs 
Original T: 0.93 hrs 
Mobility Scooter 
T = D/V 
T = 1,112.4 mi/4 mph × 1.18 
T = 1,112.4 mi × 4.72  

T = 235.68 hrs  
Original T: 278.1 hrs  

 
Table:

Transportation Original Time (hrs) Time w/18% increase in
velocity
Fastest Runner 7.18 hrs
Model T Ford 24.72 hrs  6.08 hrs
13.24 hrs 20.9 hrs
Hindenburg 7.18 hrs 11.22 hrs
5.13 hrs 6.08 hrs
Tesla 0.93 hrs 4.34 hrs
Fuxing Train  278.1 hrs 0.79 hrs
F35 Fighter Jet 235.68 hrs 
Mobility Scooter

 
Graph:  

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

get to

A. Sun

a. T = D/V

b. T= 9.26 ×107 miles
1.2 ×103 mph

c. T = 7.72 × 104​ ​ hours or 9 years

B. Saturn

a. T = D/V

b. T= 8.9 × 108 miles
1.2 ×103 mph

c. T = 7.42 × 105​ ​ hours or 85 years

C. Neptune

a. T = D/V

b. T= 2.8 × 109 miles
1.2 ×103 mph

c. T = 2.33 × 106​ ​ hours or 266 years

(Use scientific notation)

Velocity Worksheet

Unit 1: Uniform Motion
Worksheet 8

Speed and Velocity Problems

A. What is​ the average speed​ of a cheetah that sprints 1​ 00 m in 4 s​? How about if it sprints

50 m in 2 s?

V = D/T

V = 100 m/4 s

V = 25 m/s

V = D/T

V = 50 m/2 s

V = 25 m/s

B. If a car moves with an ​average speed of 60 km/hr​ for an hour, it will travel a ​distance of

60 km​. How far will it travel if it continues this average rate for 4 hrs?
D=V× T
D = 60 km/hr × 4 hr

D = 240 km

C. A runner makes one lap around a 2​ 00 m track​ in a time of 2​ 5.0 s.​ What was the runner's

average speed?​ Answer: 8.0 m/s

V = D/T

V = 200 m/25 sec

V = 8 m/s

D. Light and radio waves travel through a vacuum in a straight line at a s​ peed of very nearly
3.00 ​×​ 10​8​ m/s. ​ ​How far i​ s light year (the d​ istance​ light travels in a year)? Answer: 9.50

×​ 101​ 5​ m.
D = V×T
D = (3 × 10​8 ​m/s)(3.15 × 107​ ​ s)
D = 9.5 × 101​ 5 m​

E. A motorist travels ​406 km during a 7.0 hr​ period. What was the a​ verage speed in km/hr

and m/s?​ Answers: 58 km/hr, 16 m/s.

V = D/T

V = 406 km/7 hr

V = 58 km/hr and V = 16 m/s

F. A bullet is shot from a rifle with a ​speed of 720 m/s.​ W​ hat time​ is required for the bullet

to strike a target ​3240 m away?​ Answer: 4.5 s.

T = D/V

T = 3240 m/720 m/s

T = 4.5 s

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

In kilometers, h​ ow far​ is the earth from the sun? Answer: 1.5 ​×​ 108​ ​ km.
D = V×T

D = (3 × 108​ ​ m/s) × 498 s
D = 1.5 × 10​8 ​km

H. *​ An auto travels at a ​rate of 25 km/hr for 4 minutes,​ then at 5​ 0 km/hr for 8 minutes​, and
finally at ​20 km/hr for 2 minutes​. Find the t​otal 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 = 25 km/hr × 0.1 hr
D = 1.7 km
D = 50 km/hr × 0.13 hr
D = 6.5 km
D = 20 km/hr × 0.03 hr
D = 0.7 km
Total Distance: 9 km
T = D/V
T = 1.7 km/25 km/hr
T = 0.068 hr
T = 6.5 km/50 km/hr
T = 0.13 hr
T = 0.7 km/20 km/hr
T = 14 hr
Total Time: 26.4 m/s
V = D/T
V = 9 km/
Average Speed: 10.7 m/s

I. *If you traveled o​ ne mile​ at a speed of ​100 miles per hour​ and another ​mile​ at a s​ peed of
1 mile per hour,​ your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph.
What would be your a​ verage speed​? (Hint: What is the total distance and total time?)
Answer: 1.98 mph.
T = D/V
T = 1 mi/100 mi/hr
T = 0.01 hr
T = D/V
T = 1 mi/1 mi/hr
T = 1 hr
Total Time: 1.01 hr
Total Distance: 2 mi
V = D/T
V = 2 mi/1.01 hr
V = 1.98 mph

J. *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.
T = D/V
T = 100 m/5 m/s
T = 20 s
T = D/V
T = 100 m/1 m/s
T = 100 s
Total Time: 120 s
Total Distance: 200 m
Average Speed:
V = D/T
V = 200 m/120 s
V = 1.7 m/s

D = V ×T
D = 5 m/s × 100 s

D = 500 m
D = V ×T
D = 1 m/s × 100 s

D = 100 m
Total Distance: 600 m
Total Time: 200 s
V = 600 m/200 s
V = 3 m/s
K. *A race car driver must ​average 200 km/hr for four laps​ to qualify for a race. Because of
engine trouble, the car averages only ​170 km/hr over the first two laps.​ What a​ verage speed
must be maintained for the last two laps?
50 km/hr per lap
(170 km/hr + 2x)/4 = 50 km/hr
x = 15 km/hr
*A car traveling ​90 km/hr​ is 1​ 00 m​ behind a truck traveling ​50 km/hr​. H​ ow long will it take​ the
car to reach the truck?
T = D/V
90 km/hr + 0.1 km = 50 km/hr + 0.2 km
40 km/hr = 0.1 km
T = 4 hrs
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 m/97.2m/s
T=1s

 

Activity: Acceleration  

Acceleration Data Table 
 

Hypothesis: In the final half of the ramp, the velocity of the car will increase and the
overall time will decrease

Independent angle
Variable: acceleration
Dependent
Variable:

Write Units --> Dist. Time Acceleration
Time 1 Velocity 1 2 2 Velocity 2 0.45 m/s^2
Trial Dist. 1 0.45
angle 1 = 77.27 0.61 m 0.61 s 1.36 m/s
avg. 0.55 s 1.11 m/s m

0.61 0.51

angle 2 = 69.14 0.61 m 0.58 s 1.05 m/s m s 1.20 m/s 0.24 m/s^2

avg.

 

Acceleration Conclusion

Problem Statement:​ How does the angle of the ramp affect the acceleration of the car?

Conclusion:​ (use data)
The angle of the ramp affected the acceleration of the car because it showed that a

greater angle would produce more acceleration than a smaller angle. The purpose of the
experiment was the find the results of the acceleration of a toy car going down a ramp based on
the ramp’s angle. We will first find out the time it takes for the car to travel down to about half of
the ramp, and then calculate the velocity from that information. Then we would find out the time
it takes the car to go down the remaining half, and calculate the velocity as well. Our hypothesis
was that in the final half of the ramp, the overall acceleration of the car will increase because
logically, the velocity of the car increases while time decreases because it is assumed that the
car will gain speed while going down the ramp. For our first trial, using the sine trigonometry

ratio, the angle of the ramp was approximately 77.27 degrees and it took about 0.55 seconds.
Since the distance of half the ramp is 0.61 m, the velocity is 1.11 m/s. Using the rest of the
ramp, the time was 0.45 seconds so the velocity would be 1.36 m/s. Knowing the final velocity,
initial velocity, and overall time, we plugged them into the acceleration formula to get an
acceleration of 0.45 m/s2​ .​ For trial two, the angle got adjusted to approximately 69.14 degrees
from the sine trigonometry ratio. Though we have the same distance, 0.61 m for each half, the
time it took for the car to travel the first half was 0.58 seconds and 0.51 seconds for the second
half. Going back to the acceleration formula, plugging in those values gets a result of 0.24 m/s​2​.
Therefore, the hypothesis we had predicted in the start was correct, and a greater angle of the
ramp would produce more acceleration compared to a smaller angle of the ramp.

Keywords:​ Purpose of experiment, Hypothesis, variables, data to prove your hypothesis

 

 
 
 
 
 
 
 
 

Acceleration 
Worksheet

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 d​ eceleration.​

The acceleration formula can be rearranged to solve for other variables such as final speed (​v2​ )
and time (​t​).

EXAMPLES

1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s
acceleration?

Looking for Solution
Acceleration of the skater

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

Given
Beginning speed = 2.0 m/s
Final speed = 10.0 m/s
Change in time = 3 seconds

Relationship

2. A car accelerates at a rate of 3.0 m/s. 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 = (V​2​ - V2​ ​)/T
A = (15 m/s - 24 m/s)/12 Sec.

A = -9 m/s/12 sec.

A = -0.75 m/s2​
2. A parachute on a racing dragster opens and changes the speed of the car from ​85 m/s to 45 m/s in

a period of 4.5 seconds​. What is the a​ cceleration​ of the dragster?

A = (V​2​ - V1​ )​ /T
A = (85 m/s - 45 m/s)/4.5 sec

A = 40 m/s/4.5 sec

A = 8.89 m/s​2

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 (s) 0 (m/s)

23

46

69

8 12

10 15

A = (V2​ ​ - V​1​)/T
A = (15 m/s - 0 m/s)/10 s

A = 15 m/s/10 s

A = 1.5 m/s2​
4. A car traveling at a s​ peed of 30.0 m/s​ encounters an emergency and comes to a c​ omplete stop.​

How much time ​will it take for the car to stop if it d​ ecelerates at -4.0 m/s2​ ?​

T = V​2​ - V​1/​ A
T = 0 m/s - 30 m/s/-4 m/s2​

T = 7.5 s

5. If a car can go from 0​ to 60 mi/hr in 8.0 seconds​, what would be its f​ inal speed after 5.0 seconds
if its s​ tarting speed were 50 mi/hr?
A = (V2​ ​ - V​1)​ /T
A = (60 mi/hr - 0 mi/hr)/8 s

A = 7.5 mi/hr/s

V​2​ = V​1​ + AT
V​2​ = 50 mi/hr + (7.5 mi/hr/s)5 s
V2​ ​ = 87.5 mi/hr/s
6. A cart rolling down an i​ ncline for 5.0 seconds​ has an ​acceleration of 4.0 m/s​2​. If the c​ art has a
beginning speed of 2.0 m/s, what is its final speed?

V​2​ = V1​ ​ + AT
V2​ ​ = 2 m/s + (4 m/s​2​ * 5 )
V​2 ​= 22 m/s
7. A helicopter’s s​ peed increases from 25 m/s to 60 m/s in 5 seconds​. What is the a​ cceleration​ of
this helicopter?

A = (V​2​ - V​1)​ /T
A = (60 m/s - 25 m/s)/5 s

A = 35 m/s/5 s

A = 7 m/s2​
8. As she climbs a hill, a cyclist slows down from 2​ 5 mi/hr to 6 mi/hr in 10 seconds.​ What is her