2017 Science
By: Bradley James Krutz
Survey Graph Conclusion
1. Data Table
2. Graph
3. Write a short conclusion of 5 sentences
Team Responses
Yellow 4
Teal 2
Aqua 7
Maroon 9
The main of objective of my survey was to find out what 7th grade team everyone in the class
was on. Out of the 22 people, we found that 4 people were on Yellow, 2 were on Teal, 7 were
on Aqua, and 9 were on Maroon. After we collected all of the data, the data was organized into
a data chart, and soon after into a bar graph. This data could help us by determining what
teachers taught the students in our class. To conclude, 2 people were on the Teal Team, 7 were
on Aqua, 4 were on Yellow, and 9 were on the Maroon Team.
Experiment Presentation
QUIZ: Scientific Method
Directions: R ead the following description of an experiment and complete the
components of the scientific method.
Experiment: Mr. Smithers believes that a special compound could help his workers
produce more “widgets” in one week. The chemical supply store sent him 3 different
compounds to try on his 100 workers. The following are the chemicals:
A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water
*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.
Problem Statement
Which chemical will make Mr. Smithers workers produce the most “widgets” in one week?
Hypothesis
If the workers drink calcium sulfate, then they will make more “widgets” in one week than if
they drank magnesium hydroxide, sodium chloride, or water.
Independent Variable
Sodium chloride Magnesium Calcium sulfate Water
hydroxide
Dependent Variable The number of workers that drink the liquid
Amount of widgets made
Constants (Pick 2)
The number of ounces each worker drinks
Control
Water group
Basic Procedures:
(List 5-8 steps)
1. Divide the workers into 4 group (25 workers per group)
2. Each group will be given a different liquid to drink (water, sodium chloride, magnesium
hydroxide, calcium sulfate)
3. Each group is given an unlimited amount of materials to make “widgets”
4. One week passes
5. Data is collected
Data Table: (Place data table here)
Chemical Given Widgets Made
Water 80
Calcium Sulfate
Sodium Chloride 110
Magnesium Hydroxide 95
85
Graph: (Place graph here)
Conclusion:
In conclusion, the hypothesis of if the workers drink calcium sulfate, then they will make more
“widgets” in one week, was proved to be correct. The workers that drank the calcium sulfate
made 110 “widgets”, the workers that drank sodium chloride made 95 “widget”, the workers that
drank magnesium hydroxide made 85 “widgets”, and the workers that drank water made 80
“widgets”. In the future, this experiment could help us learn how to make workers more
productive.
Name: Brad Krutz
Class S2
Teacher Lopez
Date 9/19/16
Investigation Title: Density Investigation
I. Investigation Design
A. Problem Statement:
What is density of certain metals?
B. Hypothesis:
If density is known, then different metals could be identified.
C. Independent Variable: x
Levels of IV
Aluminum Brass Copper
D. Dependent Variable:y
Density
E. Constants: Same form of measurement Same Triple Beam Balance
Same volume of water
F. Control:
Water
G. Materials: (List with numbers)
1. Triple Beam Balance
2. Metals
3. Water
4. Graduated Cylinder
5. Ruler
H. Procedures: (List with numbers and details)
1. Take observations for each metal
2. Weigh each metal to find the mass. Then record mass (in grams)
3. Fill graduated cylinder to 50 mL, then place metal in cylinder. Subtract 50 from the total
amount to find the volume Then record volume (in mL).
4. Divide mass by the volume to find the density of the metal.
II. Data Collection
A. Qualitative Observations:
● All of the different metals looked different
● All of the metals volume after were all close in number
B. Quantitative Observations: (Key data)
1. Data Table
Metal Known-Density Unknown-Density Real-Density
Brass 7 7.05 8.55
Copper
Aluminum 10.4 9.73 8.92
2.73 2.75 2.7
2. Graph
3. Calculations
Show 3 Math Examples
Copper:
D= m
v
D= 26
2.5
D = 10.4 g/cm3
Brass:
D= m
v
68.3
D= 9
D= 7g/cm3
Aluminum:
D= m
v
30.03
D= 11
D= 2.73/cm3
III. Data Analysis/Conclusion
In conclusion, our hypothesis turned out to be correct. If density is known, then
different metals can be identified. For example, on day 1, we found that the density of
aluminum was 2.73 g/cm3. On the second day, we found a metal that had the density of
2.75 g/cm3, and looked similar to the aluminum we saw a day earlier. Finally, we looked
up the real density of aluminum per g/cm3, and it turned out to be 2.7 g/cm3. We came
the the conclusion that the unknown metal was gold, and then we repeated the process
for the other two metals. This lab could help us in real-world problems to find the density
of an object if we know the mass and volume.
IV. Research and Applications
I researched plate tectonics. I found out that a continental plate is less dense that
and oceanic plate, so during a collision, the oceanic plate will go under the continental
plate. I also found out that warm areas in the mantle become less dense because they
expand. These facts relate to the density investigation because the metals we used are in
the earth's plates and the mantle.
V. References and Citations
● http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html
● https://answers.yahoo.com/question/index?qid=20090201175218AAjP4TE
● http://scienceline.ucsb.edu/getkey.php?key=2256
Density QUIZ
1. The scientist collected an object with a density of 6.4 g/cm3 and a
volume of 79 cm3. What is the mass of this object?
m=dv
m=6.4(79)
m=505.6 g
2. An irregularly shaped stone was lowered into a graduated cylinder
holding a volume of water equal to 50.0mL. The height of the water
rose to 68 mL. If the mass of the stone was 125.0g, what was its
density?
d= m
v
d= 125
18
d= 6.94 g/cm3
3. A scientist had 350.0 grams of Gold (Au) and a 530.0 gram sample of
Silver on the lab table. Which metal would have a greater volume
(cm3 )? Explain. *Show all work.
v= m v= m
v v
v= 350 v= 530
19.32 10.49
v=18.12 cm3 v=50.52 cm3
The silver sample would have a greater volume.
Gold Silver
4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
The titanic sank because it hit the iceberg and started to fill up with
water. The seawater was more dense then the boat, so the boat
originally float. But, when the titanic started filling up with water, the
density of the ship became even greater, so it sank.
3. Activity: Phase Change of Water
Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
C onstruct a graph of your results. *Use Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. When did the temperatures stay the same on the graph? Why did the temperatures
stay the same at 2 points during the lab?
The temperatures stay the same at 2 points during the lab because all of the energy is going
to change the substance from solid to liquid before changing the temperature. This also
happens when the water is turned to gas
2. How would the graph be different if we tried this experiment with Gold? Explain:
The melting and boiling point of gold is much greater than the melting and boiling point of
water. The melting point of water is 0 °C and the melting point of gold is 1064 °C. The boiling
point of water is 100 °C and the boiling point of gold is 2700 °C.
3. What is the role of energy during the phase changes?
The role of energy during phase changes is it breaks down the molecules when the ice melts
into water, and when the water turns into gas.
4. Describe the motion of the molecules throughout the experiment. Find diagrams that
show the motion.
The molecule movement changes when the water gets hotter and starts to turn to gas the
molecules break the surface of the water, vaporize, and start to move around and spread out
more than and change their form.
5. How does the Average Kinetic Energy change throughout the experiment?
The Average Kinetic Energy stays the same during the melting and boiling point.
However, during the other stages the temperature rises. The Kinetic Energy rises when the
temperature rises but doesn’t move when the temperature stays the same.
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another beaker.
Compare and explain the following in the beakers after they have reached the boiling
point:
A. Heat Energy
B. Temperature
The temperature of the 200 mL beaker and 400 mL beaker past the boiling will be the same
temperature.
C. Average Kinetic Energy
D. Specific Heat
The specific heat is always 1 cal/g°c.
E. Latent Heat
3. Activity: Phase Change of Water
Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
C onstruct a graph of your results. *Use Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. When did the temperatures stay the same on the graph? Why did the temperatures
stay the same at 2 points during the lab?
The temperatures stay the same at 2 points during the lab because all of the energy is going
to change the substance from solid to liquid before changing the temperature. This also
happens when the water is turned to gas
2. How would the graph be different if we tried this experiment with Gold? Explain:
The melting and boiling point of gold is much greater than the melting and boiling point of
water. The melting point of water is 0 °C and the melting point of gold is 1064 °C. The boiling
point of water is 100 °C and the boiling point of gold is 2700 °C.
3. What is the role of energy during the phase changes?
The role of energy during phase changes is it breaks down the molecules when the ice melts
into water, and when the water turns into gas.
4. Describe the motion of the molecules throughout the experiment. Find diagrams that
show the motion.
The molecule movement changes when the water gets hotter and starts to turn to gas the
molecules break the surface of the water, vaporize, and start to move around and spread out
more than and change their form.
5. How does the Average Kinetic Energy change throughout the experiment?
The Average Kinetic Energy stays the same in stages 1,3,
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another beaker.
Compare and explain the following in the beakers after they have reached the boiling
point:
A. Heat Energy
m
B. Temperature
The temperature of the 200 mL beaker and 400 mL beaker past the boiling will be the same
temperature.
C. Average Kinetic Energy
D. Specific Heat
E. Latent Heat
A.
QUIZ: Phase Changes
Directions: Analyze the following data table with data collected by a scientist that wanted to
study how Heat Energy affects the Phase Changes of 2 different metals. Respond to the
questions below and perform all necessary calculations.
Data Table:
Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt. (C) Pt. (C) Vaporization Heat Energy
(cal/g) (cal/gC) (cal)
(cal/g)
Aluminum 65 g 95 660 2467 2500 0.21
Gold 65 g
15 1063 2800 377 0.03
Scientific Method (___ out of 4)
Hypothesis:
If we find the heat energy of gold and aluminum, gold will have the higher heat energy.
Independent Variable:
Type of Metal (Gold and Aluminum)
Dependent Variable:
Heat Energy
Constant:
Mass (65g)
Control:
Water
Calculate Heat Energy: * SH
Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. (C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:
Metal Mass Heat of Melting Specific Heat
Fusion Pt. (C) Heat Energy
(cal/g) (cal/gC) (cal)
Aluminum 65 g 95 660 2467 2500 0.21 193340.
55
Gold 65 g 15 1063 2800 377 0.03 28867.1
5
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
Heat = Mass * Heat of Fusion
Heat = 65g x 95 cal/g
Heat = 6175 calories
Heat = Mass * Change in Temperature * SH
Heat = 65g x 1807C x 0.21 cal/gC
Heat = 2 4665.55 calories
Heat = Mass * Heat of Vaporization
Heat = 65g x 2500 cal/g
Heat = 162500 calories
Total Heat= 6175 cal + 24665.55 cal + 162500 cal
Total Heat= 193340.55 calories
B. Gold
Heat = Mass * Heat of Fusion
Heat = 65g x 15 cal/g
Heat = 975 calories
Heat = Mass * Change in Temperature * SH
Heat = 65g x 1737C x 0.03 cal/gC
Heat = 3387.15 calories
Heat = Mass * Heat of Vaporization
Heat = 65g x 377 cal/g
Heat = 24505 calories
Total Heat= 975 cal + 3387.15 cal + 24505 cal
Total Heat= 28867.15 calories
Graph your results (____ out of 4):
Write a Conclusion (____ out of 4):
In conclusion, the hypothesis of if we find the heat energy of gold and aluminum, gold
will have the higher heat energy turned out to be incorrect. Aluminum had a higher heat
energy with 193340.55 cal/gC, while gold had a heat energy of 28867.15 cal/gC, which is
much less than the aluminum.
Questions:
1. How are Heat and Temperature different for the following pictures of boiling water?
Explain: (Hint: Use the Heat equation)
The temperature is the same at 100 C if they are boiling, but the heat is much greater for
the ocean because it has more mass.
2. Water has a Specific Heat of 1.0 cal/gC and Gold has a Specific Heat of 0.03 cal/gC.
Use the data to explain the difference between their numbers.
Even though 1 is not a relatively high number, 1 cal/gC is very high for a specific heat,
much higher than gold at 0.03 cal/gC.
Activity: Mass % Practice with Mixtures and Compounds
1. A scientist recorded the following data about a sample of rocks and sand:
37 grams of Large Rocks 75 grams of Fine Grained Sand
59 grams of Small Rocks 5 grams of Salt
125 grams of Coarse Grained Sand 25 grams of Copper (Cu)
2. D etermine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:
Substance Equation Percent
Large Rocks 37/326*100 11.3%
Small Rocks 59/326*100 18.1%
Coarse Grained Sand 125/326*100 38.3%
Fine Grained Sand 75/326*100 23%
Salt 5/326*100 1.5%
Copper 25/326*100 7.7%
4. Pie Chart:
5. Math Examples
____________________________________________________________________________
1. A second scientist recorded the following data about a different sample of rocks and
sand:
48 grams of Large Rocks 175 grams of Fine Grained Sand
78 grams of Small Rocks 2 grams of Salt
56 grams of Coarse Grained Sand 17 grams of Copper (Cu)
QUIZ: Classifying Matter
I. Directions: Identify the following as either a Heterogeneous Mixture, Homogeneous Mixture,
Element or Compound. Write the following letters in Column B for your choices:
A. Heterogeneous
B. Homogeneous
C. Element
D. Compound
Column A Column B
Salad A
Copper C
Lemonade B
Rocks, sand, gravel A
Salt Water B
Gold C
Sodium Chloride (NaCl) D
Air C
K2 S O4 B
Twix, snickers, pretzels, popcorn A
II. Directions: Determine the Mass % of each mixture and construct the appropriate graphs.
Mixture A Mass (g) %
Large Rocks 125 52%
Small Rocks 75 31%
Coarse Sand 32 13%
Iron 9 4%
Mixture B Mass (g) %
Large Rocks 205 53%
Small Rocks 58 15%
Coarse Sand 97 25%
Iron 29 8%
Calculation Examples ( Provide 2 Examples showing how you determined the Mass %)
125/241*100= 52%
75/241*100= 31%
32/241*100= 13%
9/241*100=
4%
205/389*100= 53%
58/389*100= 15%
97/389*100= 25%
29/389*100=
8%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2 SO4 - Potassium Sulfate
(Show Math Here)
K(39)2= 78/174*100= 49%
S(32)1= 32/174*100= 18%
O(16)4= 64/174*100= 37%
+ -------
174
K2=49%
S=18%
O4=37%
Na3 PO4 - Sodium Phosphate
(Show Math Here)
Na(23)3= 69/164*100= 42%
P()1= 31/164*100= 19%
O(16)4= 64/164*100= 39%
+ -------
164
Na3= 42%
P= 19%
O4= 39%
Conclusion on
next page
Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
To separate sand from salt, we put a mixture of sand into a funnel with paper in it. Then,
we poured water into the mixture and let it drip through into a beaker until all of the water
dripped through. Next, we placed the beaker filled with water on the hot plate and let the
water evaporate. Our end result was all of the salt in the sand mixture alone in our
beaker.
IV. Conclusion: E xplain the difference between Mixtures and Compounds using data. Compare
the pie charts.
In conclusion, different steps were taken to solve the percent of mixtures and the
percent of compounds.
For mixtures, we were given substances and their masses (g) to find the percent
of each substance in the mixture. For example, in Mixture A we were given large rocks
(125 g), small rocks (75 g), coarse sand (32 g), and iron (9 g). Next, we added up the total
mass and it came out to be 241 g. After that, we divided all of the substances mass by the
total mass, multiplied it by 100, and were given the percent of each substance in the
mixture. 52% of the mixture was large rocks, small rocks were 31%, 13% of it was coarse
sand, and 4% was the iron.
For compounds, we were given a compound, had to look up the atomic mass of
each element that was in the compound on the periodic table, and find their masses to
find the percent of each element in the compound. For example, we were given K2SO4,
which is also known as Potassium Sulfate. On the dynamic periodic table, we first looked
up K (potassium) and found that the atomic mass was 39. Next, we look up S (sulfur) and
the mass was 32. Lastly, we looked up oxygen and it’s atomic mass was 16. We had to
multiply 39 x 2, 32 x 1, and 16 x 4. Next we added it all up and found the mass was 174
amu. Then, we divided all of the elements masses by 174 and multiplied them by 100, and
we had our percents. 49% or K2SO4 was potassium, 18% was sulfur, and 37% was
oxygen.
Now we know that finding the percent of substance in a mixture and percent of
element in a compound are different, but the math is very similar.
QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph
I. Solubility Graph
Questions:
1. What is the Solubility of KClO3 at 40 C?
15 g
2. What is the Solubility of NH4C l at 70 C?
60 g
3. What Temperature would 80 grams of KNO3 completely dissolve and become saturated?
50 C
4. Suppose you have 120 grams of NaNO3 a t 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
It is super saturated and you can take away 25 g
5. Suppose you have 120 grams of NaNO3 at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)
You can take away 25 g
6. Suppose you have 70 grams of KNO3 at 60 C. Is the solution Unsaturated, Saturated or
SuperSaturated and how many grams can you add/or take away to make it Saturated?
It is unsaturated and you can add 30 g
7. Suppose you have 70 grams of KNO3 at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).
You can add 30 g
II. Soluble vs. Insoluble
Directions: U se your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.
Compound Soluble or Insoluble Identify the Rule # Used
Sodium chloride Soluble Rule #1, #3
Silver nitrate Soluble Rule #4
Ammonium nitrate Soluble Rule #1, #2
Calcium carbonate Insoluble Rule #8
Zinc sulfide Insoluble Rule #7
AgCl Insoluble Rule #3, #4
Na2 S O4 Soluble Rule #1, #5
Calcium phosphate Insoluble Rule #10
PbBr2 Insoluble Rule #3
III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:
Reaction #1
Potassium Chloride + Silver Nitrate → Potassium Nitrate + Silver Chloride
K+ Cl- Ag+ NO3- K+ N O3- Ag+ Cl-
KCl + AgNO3 → KNO3 + AgCl
Soluble Soluble Soluble Insoluble
Reaction #2
Lithium Phosphate + Calcium Sulfate → Lithium Sulfate + Calcium Phosphate
Li+ PO4-3 Ca+ 2 SO4 - 2 Li+ SO4-2 Ca+ 2 PO4- 3
Li3P O4 Li2SO4 Ca3 (PO4 ) 2
+ CaSO4 → +
Soluble Soluble Insoluble
Insoluble
IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final beaker. Your conclusion should also discuss the % of Oxygen between
2 of the compounds in the same reaction.
During reaction one, Potassium Chloride and Silver Nitrate, two soluble
compounds, were chemically bonded together and two new compounds were made,
Potassium Nitrate and Silver Chloride. The new beaker was different that the original one
though. Instead of just of bunch of ions floating around like the original, the new one had
some ions as well as a solid on the bottom. The solid on the bottom was found out to be
Silver Chloride, as Rule #3 tells us that AgCl is insoluble.
Also, the percent of oxygen in two compounds contained in reaction one were
found. 28% of the compound AgNo3 was oxygen, and 48% of the compound KNO3 was
oxygen.
V. What is wrong with the following formula: (PO4)2N a
Na should be written first because it has a positive charge as well as the got the wrong
number charge for both components. It should be written like. Na3PO4.
Topics:
1. Heterogeneous vs Homogeneous
2. Classifying Solubility
3. Identifying compounds
Topics to write about in my bodies:
● How I studied/how I should study in the future
● What I got confused on
Thesis:
After taking the chemistry test, I learned that I must work on knowing heterogeneous vs homogeneous,
classifying solubility, and identifying compounds.
Brad Krutz
December 22, 2016
Period 2
Mr. Lopez
On my chemistry test, I thought I did a great job after finishing the test. I studied and took my
time answering the questions. But when I got my results back, I was not proud of myself. I did not do well
on subjects I thought I had well covered. I dug into my answers to find out what subjects I did the worst
on, and that's what I am writing about today. I am going to prove that I have learned about the subjects I
did a lousy job on, and after taking the chemistry test, I learned that I must work on knowing
heterogeneous vs homogeneous, solute vs solent, and identifying compounds.
The first topic I did not do very good on was heterogeneous vs homogeneous mixtures. One
example of this topic on the test I got wrong was “is salt water a heterogeneous or a homogeneous
mixture. I thought that it would be heterogeneous because it is a mixture of salt and water, but it is
actually homogeneous according to TutorVista. It is homogeneous because salt completely dissolves in
water and becomes sodium and chloride ions. The end solution is transparent and clear. I can study better
on this topic by making flashcards, putting an example of a mixture on one side and the other side says
heterogeneous or homogeneous. I can also study a chart I found on TutorVista, which can be located at
the end of the essay.
The second topic I did not do well on was solute vs solent. One example of this topic on the test
was a question that asked “a solution contained 57 grams of sodium nitrate at 20 C. What is the Solute in
the solution?” I thought it was water, but water is actually the solvent, because the solvent is the thing that
dissolves the solute. The solute is the thing that is being dissolved by the solvent, and so in this situation,
the solute is sodium nitrate. I can study better for this by doing more example of problems like this.
The third and final topic I did poorly on was identifying compounds. One example on the test was
to write the chemical formula for magnesium hydroxide. I thought that it was MgOH2 , but it is actually
Mg(OH)2 because there is two hydroxides, not two hydrogens. I can study for this by making flash cards
with the name on one side and the formula on the other, and study more often.
In conclusion, I should have studied better for my chemistry test. On the retake, and on future
tests, I will be sure to study harder, longer, and using better strategies.
TutorVista chart: Heterogeneous solution
Homogeneous solution
Clear solution. Transparent and will not settle Translucent or opaque solution may settle in
some cases
Solutes and solvent cannot be separated by filtration Can be separated by filtration, or
semipermeable membrane
Light passes through the solution without any Light is blocked or refracted when passed
obstruction through the solution
Individual components can be separated only by Individual components can be separated by
fractional crystallization or distillation physical methods or by filtration
Salt water, air, alloys are examples of homogeneous Smoke, milk, muddy water are examples of
solutions heterogeneous solutions
Purpose: To experimentally determine the correct
formula for copper hydroxide
Hypothesis: If you put 4 drops of CuSO4 in a test tube
with 20 drops of NaOH, it will precipitate the most out
of the other text tubes.
IV: The liquid
DV: How much precipitation
Background: It will be a double replacement reaction
Velocity Project
Due: Friday February 17
1. Define the following terms:
Motion - to move Speed - the rate at which Position - the place where
an object is able to move an object is located
Distance - the space Acceleration - an object’s Terminal Velocity - the
between two objects capacity to gain speed constant and maximum
within a short time speed an object goes
when free-falling
Time - the infinite Initial Velocity - the speed
Displacement - something
existence and events in the an object starts at in a getting moved from one
place to another
past, present, and future direction
Key Metric units -
Velocity - the speed of an Final Velocity - the speed millimeter, centimeter,
object in a direction an object starts at in a meter, kilometer
direction
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed is the distance traveled by an object and velocity is the distance traveled
by an object in a time unit in a particular 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 (Usain Bolt) - 28 mph
B. Model T Ford - 45 mph
C. Hindenberg - 84 mph
D. Tesla top speed - 155 mph
E. Fastest train (Maglev Bullet Train) - 374 mph
F. F35 Fighter Jet - 1199 mph
G. Vehicle of your choice (bike) - 207 mph
*Provide a map showing your cities
*Show Detailed Math Steps
Distance from Cheshire to Washington D.C. - 316.9 mi
http://www.calculatorsoup.com/calculators/time/decimal-to-time-calculator.php
Used decimal to time calculator
A. 316.9 / 28 = 11.3178571429 = 11 hours, 19 minutes, 4 seconds
B. 316.9 / 45 = 7.04222222222 = 7 hours, 2 minutes, 32 seconds
C. 316.9 / 84 = 3.77261904762 = 3 hours, 46 minutes, 21 seconds
D. 316.9 / 155 = 2.04451612903 = 2 hours, 2 minutes, 40 seconds
E. 316.9 / 374 = 0.8473262032 = 50 minutes, 50 seconds
F. 316.9 / 1199 = 0.26430358632 = 15 minutes, 51 seconds
G. 316.9 / 207 = 1.5309178744 = 1 hours, 31 minutes, 51 seconds
ON THE GRAPH AND TABLE, ALL TIMES ARE ROUNDED TO THE NEAREST 15
MINUTE
Mode of Time to get from Cheshire to Washington D.C.
Transportation (hours)
Fastest Runner 11.25
Model T-Ford 7
3.75
Hindenberg 2
Tesla top speed 0.75
0.25
Fastest Train 1.5
F35 Fighter Jet
Fastest Bike
4. What would like to see in this city when you arrive? What tourist attraction?
What would you like to eat in this city? What is the basic history of this city?
There are many things it would be cool to see going to Washington D.C.
because it is our nation’s capital. For example, I could visit the Lincoln and
Washington memorials. There are also a lot of good Italian restaurants.
5. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed.
*Include pictures and brief description of each mode of transportation
The times
would go down
because the
vehicles would
become faster
6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
A. Sun
B. Saturn
C. Neptune
(Use scientific notation)
Distance the Sun: 9.26 x 10^7 miles
F35 Fighter Jet Speed: 1.199 x 10^3 miles
T=D/S
T = 9.26 x 10^7 miles
1.199 x 10^3 miles
T = 7.7231.0258549 x 10^4
7.7231.0258549 x 10^4 hours = 3.217959410620833 x 10^3 days
For an F35 Fighter Jet to travel 92960000 miles to the Sun, it would take almost 3218
days.
Unit 1: Uniform Motion Name_______________________________
Worksheet 8 Date__________________Period________
D=V*T
V= D/T
T= D/V
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= 25 mps
V= D/T
V= 50m/2s
V=25 mps
2. If a car moves with an average speed of 60 km/hr for an hour, it will travel a distance of
60 km. How far will it travel if it continues this average rate for 4 hrs?
D= V*T
D=60km * 4 hrs
D= 240 km
3. A runner makes one lap around a 200 m track in a time of 25.0 s. What was the runner's
average speed? Answer: 8.0 m/s
V= D/T
V= 200m/25s
V= 8 mps
4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly
3.00 × 108 m/s. How far is light year (the distance light travels in a year)? Answer: 9.50
5. × 101 5 m.
6. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
D=V/T and m/s? Answers: 58 km/hr, 16 m/s.
D=
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.
7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 × 108 m/s.
D= V*T
In kilometers, how far is the earth from the sun? Answer: 1.5 × 108 km.
8.
*An auto travels at a rate of 25 km/hr for 4 minutes, then at 50 km/hr for 8 minutes, and
9. 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.
*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.
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
200m m/s.
120sec
= 1.6667 = 1.7 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.
120sec = 1.6667 = 1.7 m/s
11. *A race car driver must average 200 km/hr for four laps to qualify for a race. Because of
engine trouble, the car averages only 170 km/hr over the first two laps. What average
speed must be maintained for the last two laps?
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?
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?
More Speed and Velocity Problems
14. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.20 s later. Assume that the speed of sound in air is
340.0 m/s. How deep is the canyon?
15. The horse racing record for a 1.50 mi. track is shared by two horses: Fiddle Isle, who ran
the race in 143 s on March 21, 1970, and John Henry, who ran the same distance in an
equal time on March 16, 1980. What were the horses' average speeds in:
a. mi/s?
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 ran 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
class for the third time this week. She must get from one side of the school to the other
by hurrying down three different hallways. She runs down the first hallway, a distance of
35.0 m, at a speed of 3.50 m/s. The second hallway is filled with students, and she covers
its 48.0 m length at an average speed of 1.20 m/s. The final hallway is empty, and
Suzette sprints its 60.0 m length at a speed of 5.00 m/s.
a. Does Suzette make it to class on time or does she get detention for being
late again?
b. Draw a distance vs. time graph of the situation. (Assume constant speeds
for each hallway.)
18. During an Apollo moon landing, reflecting panels were placed on the moon. This
allowed earth-based astronomers to shoot laser beams at the moon's surface to determine
its distance. The reflected laser beam was observed 2.52 s after the laser pulse was sent.
The speed of light is 3.0 × 108 m/s. What was the distance between the astronomers and
the moon?
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?
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?
Acceleration Worksheet. Name: Laniyah, Molly, John,
Date: 2 /28/17
Bradley
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/s2. If its original speed is 8.0 m/s, how many seconds will it
take the car to reach a final speed of 25.0 m/s?
Looking for Solution
The time to reach the final speed.
`
The time for the car to reach its final speed is 5.7
seconds.
Given
Beginning speed = 8.0 m/s; Final speed = 25.0 m/s
Acceleration = 3.0 m/s2
Relationship
1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or
deceleration.)
A = (V2 - V1)/T2
A = (15 m/s - 24 m/s)/12 Sec.
A = -9 m/s/12 sec.
A = -0.75
2. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in
a period of 4.5 seconds. What is the acceleration of the dragster?
A = (V2 - V1) / T2
A = (85 - 45) / 4.5
A = 8.89 m/secs
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
6
9
8
10 15
Acceleration = ___________________________
4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop.
How much time will it take for the car to stop if it decelerates at -4.0 m/s2?
Time= 30m/s
4m/s2
Time= 7.5 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?
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search