Emily Grayson Blue Science Portfolio

Data Table:

Planet Meap

Object mass (kg) gravity H1 = your GPE
Phineas (m/s2​ ​) coaster (m)
11.47m/s2​
Flynn 36.29kg 324m 134,863.8
Whalemingo gravity
(m/s2​ ​)
Planet 6m/s2​

Object mass (kg) gravity H1 = your GPE
Phineas (m/s​2​) coaster (m)
17.84m/s2​
Flynn 36.29kg 324m 70,547.76
Planet
Drusselstein

Object mass (kg) H1 = your GPE
Phineas 36.29kg coaster (m) 209,762.0
1
Flynn 324m

Graph:

X - axis: Planet
Y -axis: Potential Energy

Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?

The mass of an object affects the Gravitational Potential Energy.
2. Why did the GPE change on the other planets?

The GPE changed on the other planets because each planet has a different gravity.
3. Which planet would you be able to hit a golf ball further? Explain using data.

On Whalemingo Planet you would be able to hit a golf ball the furthest because its gravity is less
than Planet Meap’s and Planet Drusselstein’s gravities. Whalemigo Planet’s has a gravity of
6m/s2​ ​ while Planet Meap has a gravity of 11.47m/s​2​ and Planet Drusselstein has a gravity of
17.84m/s​2.​

4. How does GPE relate to Chemical Potential Energy?
CPE is the chemical bond in gasoline and in foods. GPE is the potential energy that an object
contains. They relate to each other because they both are types of potential energy and are the
amount of potential energy in an object

5. How do Energy companies use GPE to generate Electrical Energy? Give an
example

Water flows down the pipes (potential to kinetic energy) to turn the turbine. The turbine is
connected to a generator to produce electricity (kinetic to potential energy).

6. What happens to the GPE when the object falls to the ground? Describe the
Energy transformations along the way.

When an object falls to the ground, the GPE transfer into KE. This means that the potential
velocity is now turning into the actual velocity.

Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2:​ h​ ttp://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

GPE Project Presentation





QUIZ REVIEW 2:​ 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 mass 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: Earth Hoth

GPE = KE Gravity = 9.8m/s​2​ x 0.37 = 3.63
Mgh = 0.5mv​2 9.8 + 3.63 = 13.43

(7000kg)(9.8m/s​2​)(125m) = 0.5(7000kg)v​2 Gravity = 13.43m/s​2

8,575,000​ = ​3500​v2​

3500 3500 GPE = KE

√2450 = √v2​ Mgh = 0.5mv2​

49.5m/s = v (7000kg)(13.43m/s2​ ​)(125m) = 0.5(7000kg)v2​

11,751,250​ = ​3500​v2​

3500 3500

√3357.5 = √v2​

57.94m/s = v

Data Table:

Planet Mass (kg) Gravity (m/s​2​) Height (m) Velocity (m/s)
Earth 7000kg 9.8m/s2​ 125m 49.5m/s
Hoth 7000kg 13.43m/s​2 125m 57.94m/s

Graph:

Conclusion:

In conclusion, the purpose of this was to help a major engineering firm that is going to
design the lift motor and safety restraints for the Millenium Falcon Roller Coaster on the planet
Hoth in Star Wars and Earth. Since Hoth has a gravity equal to 37% greater than Earth’s, I had
to find Hoth’s gravity. I took Earth’s gravity and multiplied 0.37 to get 3.63. I then added 3.63 to
9.8 to get a gravity of 13.43m/s​2​ for planet Hoth. The velocity for Earth came out to be 49.5m/s
and the velocity for Hoth was 57.94m/s. As seen in the graph above, Hoth’s velocity is greater
than Earth’s by 8.44m/s. This means that the restraints on planet Hoth will need to be stronger
than the ones of planet Earth because of Hoth’s greater velocity. In addition, the safety
restraints for planet Earth will need to be strong too as the velocities are only 8.44m/s apart. To
conclude, this evidence shows that Hoth will need the stronger restraints for the Millenium
Falcon Roller Coaster because it has the greater velocity.
Extra Problems:

1. The Millenium Falcon Roller Coaster has a mass of 3200 kg on Planet Tatooine.
The height of the roller coaster is 15 m which results in a Potential Energy of
800,000 J. What is the gravity on Planet Tatooine?

GPE = mgh
800,000j = (3200kg)(15m)g
800,000j​ = 4​ 8,000g​
4​ 8,000 48,000
16.67 = g

The gravity on Planet Tatooine is 16.67m/s2​

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

GPE = mgh
600,000j = (5.2m/s​2​)(150m)m
600,000​j = ​780​m

780 780
769.23 = m

The mass of the Tie Fighter Roller Coaster is 769.23kg

Scenario: S​ uppose you would like to bring a 175 N box up to a height of 29 m. You decide to
use an inclined plane because you just learned about them in science class. The ramp you
design has a distance of 48 m. You also measure the Force (N) needed to push the box up the
ramp which is 85 N. What is the Work Output, Work Input, Ideal Mechanical Advantage, Actual
Mechanical Advantage, and Efficiency of the machine?

A. Use “Drawing” to label a triangle (Inclined Plane)

B. Calculate the angle of the ramp.
Opposite / Hypotenuse
29m/48m

0.6m = 37 degrees

C. Calculate the Ideal Mechanical Advantage (IMA)

Input distance / Output distance

48m/29m
1.66 = IMA

D. Calculate the Actual Mechanical Advantage (AMA)

Output force / Input force
175 N / 85 N
2.06 N = AMA

E. Calculate the Efficiency (%)

Work output / Work input * 100
175 * 29 = 5075
85 * 48 = 4080

5075 / 4080
1.24 * 100
124% = Efficiency

Questions:
1. Is this machine possible? Explain using evidence from the problem.

This machine is not possible because it has a 124% efficiency which is larger than 100.

2. How could you change the Input Force or Distance or to make it possible?

You can change the Input Force or Distance or make it possible ny altering the height of the
opposite causing the inclined plane to be less steep. This would require less force, reducing the
efficiency.

3. How would this problem be different on another planet?

The gravity would be different on other planets so it would require more force

15. Inclined Planes

QUIZ Review: Inclined Plane
QUIZ: T​ HURSDAY

Directions: A​ nalyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:
How does the angle of an inclined plane affect the Mechanical
Advantage? Is there a machine that is impossible? Explain using
data.

Hypothesis: ​(Use proper form!)

If the angle of an inclined plane is raised, then the Ideal Mechanical Advantage
decreases.

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

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

Opposite = output distance
Hypotenuse = input distance

To find angle a = divided oppo by hypo (oppo / hypo)

Calculations (​ Examples):

IMA: AMA: Efficiency:
Input Distance/Output Output Force/Input Force Output Work/Input Work *
Distance 7/2 = 3.5 100
150/30 = 5 210/300 = 0.7
0.7 * 100 = 70%
IMA: AMA:
Input Distance/Output Output Force/Input Force Efficiency:
Distance 7/3 = 2.33 Output Work/Input Work *
90/30 = 3 100
210/270 = 0.77
IMA: AMA: 0.77 * 100 = 77.77%
Input Distance/Output Output Force/Input Force
Distance 7/4 = 1.75 Efficiency:
40/30 = 1.33 Output Work/Input Work *
100
210/160 = 1.313
1.31 * 100 = 131.3%

Data Table: Name:
Emily
Inclined Grayso
Plane Data n
Table

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

Link:
https://docs.google.com/spreadsheets/d/1xleZY6wDjnYV4to26sP-PMk
yGpLQM6bERhfS8owi1Oc/edit#gid=1590054886

Graph:​ (​ Angle and Mechanical Advantage)

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

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

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

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

Lab Rubric - Data Analysis Sections

1 234

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

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

QUIZ: Inclined Plane
QUIZ: ​Wednesday 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 of the inclined plane increases, then the Mechanical Advantage decreases.

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

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

Opposite = output distance
Hypotenuse = input distance

To find angle a = divided oppo by hypo (oppo / hypo)
Calculations (​ Examples):

IMA: AMA: Efficiency:
Input distance / output Output force / input force Output work / input work * 100
distance 12 / 4 = 3 840 / 1200 = 0.7
300 / 70 = 4.29 0.7 * 100 = 70%

IMA: AMA: Efficiency:
Input distance / output Output force / input force Output work / input work * 100
distance 12 / 6 = 2 840 / 1200 = 0.7
200 / 70 = 2.86 0.7 * 100 = 70%

IMA: AMA: Efficiency:
Input distance / output Output force / input force Output work / input work * 100
distance 12 / 8 = 1.5 840 / 800 = 1.05
100 / 70 = 1.43 1.05 * 100 = 105%

Data Table: ​(Located on Google Classroom)

Inclined Name:
Plane Data Emily
Table Grayson

Trial Output Output Output Input Input Input AMA Efficiency
Angle = Force (N) Dist. (m) Work (J) Force Dist. Work IMA
Angle =
Angle = 12 70 840J 4 300 1200 4.29 3 70%
70%
12 70 840J 6 200 1200 2.86 2 105%

12 70 840J 8 100 800 1.43 1.5

Graph:​ (​ Angle and Mechanical Advantage)

Research:
Is there a machine that is impossible? Explain using research on the Law of

Conservation of Energy

A machine that is impossible is the Perpetual Motion Machine. This
machine was created to work on its own forever without an energy source.
Perpetual Motion Machines would violate the first and second laws of
thermodynamics1. As a result of the fundamental physics of the universe,
perpetual motion machines are impossible. According to the Law of
Conservation of Energy, energy cannot be created nor destroyed2. In order
to keep a machine in motion, energy has to be applied to the machine
without any losses3. This means that Perpetual Motion Machines are
impossible. A Perpetual Motion Machine produces work without the input
energy and therefore it violates the Law of Conservation of Energy because
a machine needs to have input energy. Referring to the experiment, the
inclined plane with an angle of 45 degrees would be impossible because of
the Law of Conservation of Energy and how its efficiency is over 100%.

1 "Perpetual Motion Machines: Working Against Physical Laws." 30 Aug. 2016,
https://www.livescience.com/55944-perpetual-motion-machines.html​. Accessed 12 Apr. 2018.

2 ​"Science Explained: The Physics of Perpetual Motion Machines." 16 Mar.
2016,
https://futurism.com/what-physics-says-about-perpetual-motion-machines-fr
ee-energy-r/.​ Accessed 12 Apr. 2018.

3 "energy conservation - Is perpetual motion impossible? - Physics Stack ...."
https://physics.stackexchange.com/a/301461​. Accessed 12 Apr. 2018.

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

Lab Rubric - Data Analysis Sections

1 234

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

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

16. Heat

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

1. Vocabulary - Define and make note cards or quizlet

Conduction: Heat: Insulator: Calorie:
The transfer of thermal Thermal energy A material in which A unit of heat energy
energy by collisions that flows from heat flows slowly
between particles in something at a
matter higher temperature
to something at a
lower temperature

Convection: Temperature: Second Law of Turbine:
The transfer of thermal A measure of the Thermodynamics: A machine for
energy in a fluid by the average kinetic It is impossible for producing continuous
movement of warmer and energy of the heat to flow from a power
cooler fluid from place to particles in an cool object to a
place object warmer object unless
work is done

Radiation: Heat Engine: Specific Heat: Generator:

The transfer of energy by A device that The amount of heat A device that uses
electromagnetic waves converts heat into that is needed to raise electromagnetic
the temperature of 1 induction to convert
work kg of some material mechanical energy to
by 1 degrees C electrical energy

First Law of Conductor: Kinetic Energy:
Thermodynamics: A material through Energy a moving
The increase in thermal which electric object has because of
energy of a system current can pass its motion on the
equals the work done on mass and speed of
the system plus the heat the object
transferred to the system

2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.

*How are they different?

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 = Mass * Heat of Fusion
Heat = 15g * 80cal/g
Heat = 1200cal
Heat = Mass * Change in Temperature * SH
Heat = 15g * 100C * 1cal/gC
Heat = 1500cal
Heat = Mass * Heat of Vaporization
Heat = 15g * 540cal/g
Heat = 8100cal
Total: 10,800cal
Scientific Notation: 1.08cal * 10​4

4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.

Definition:​ ​The hotter an object is, the faster the motion of the molecules inside it.
Therefore, the heat of an object is the total energy of all the molecular motion inside that
object.Temperature, on the other hand, is a measure of the average heat or thermal
energy of the molecules in a substance.
Video: ​https://youtu.be/uk76zwQHdtU
5. Construct a graph showing the average monthly temperatures in Hartford, CT.,
a city on the equator and a city in the Southern Hemisphere.
Hartford, CT
Fortaleza, Brazil
Sydney, Australia

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

I notice that the temperature for the city on the Equator, Fortaleza, Brazil, stayed at a
consistent temperature for the whole year while the average monthly temperatures in
Hartford, CT and Sydney, Australia were not consistent and changed throughout the
year. However, the average monthly temperatures in Hartford, CT changed more than
the average temperatures in Sydney, Australia.

2. How is heat transferred throughout the Earth?

Energy is transferred between the earth's surface and the atmosphere via conduction,
convection, and radiation. Conduction is the process by which heat energy is
transmitted through contact with neighboring molecules.

3. How is Steam used to create electricity in Power Plants?
A. Coal Plant
When water is turned into steam, and drives turbine generators to produce electricity.

B. Natural Gas Plant
Natural gas is used in steam turbines and gas turbines to generate electricity.

C. Nuclear Plant
Nuclear energy originates from the splitting of uranium atoms – a process called fission.
This generates heat to produce steam, which is used by a turbine generator to generate
electricity.

D. Where did Fossil Fuels originate?
Fossil fuel is a general term for buried combustible geologic deposits of organic
materials, formed from decayed plants and animals that have been converted to crude
oil, coal, natural gas, or heavy oils by exposure to heat and pressure in the earth's crust
over hundreds of millions of years.
 
 
 
 
 
 
 
 
E. What is the difference between Renewable and NonRenewable forms of
energy?

Part II - Saltwater, Vinegar, and Vegetable Oil
1. Conduct an experiment to determine the Heat Gained by 20 g of each substance
2. You must measure the mass of Vinegar and Vegetable Oil.
3. Research the Specific Heats of Vinegar and Vegetable Oil in Calories/g C not in
Joules.
4. Make a data table

Time (seconds) Saltwater Vinegar Oil 25
0 25 25 26
25 26 28
10 26 28 30
20 28 30 33
30 29 31 36
40 31 32 39
50 32 34 41
60 33 35 43
70 34 37 47
80 36 38 49
90 37 40 51
100 39 41 53
110 40 42
120

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

Critical Thinking Questions

1. What happens to the molecules in each of the beakers as heat is added?
As heat is added the molecules and atoms vibrate faster

2. Which substance showed the greatest temperature change? Least? Use data
Oil showed the greatest temperature change because on the graph all of the liquids
started in the same place at 25 degrees but oil had the greatest temperature change
and ended at 53 degrees which is a 28 degrees temperature change. Saltwater showed
the least temperature change because it started at 25 degrees and ended at 40 degrees
which is only a 15 degrees temperature change.

3. Which substance does research say should show the greatest temperature
increase? Least? Why? How does this relate to Specific Heat?
The substance that research says should show the greatest temperature increase is salt
water because is has the lowest specific heat. The substance that research says should
show the lowest temperature increase is vinegar because is has the lowest specific
heat. This relates to specific heat because

4. How does Average Kinetic Energy relate to this experiment?

The molecules in a substance have a range of kinetic energies because they don't all
move at the same speed. As a substance absorbs heat the particles move faster so the
average kinetic energy and therefore the temperature increases.

5. Why is water a great substance to put into a car engine radiator?
Water is a great substance to put in a car engine radiator because water-cooled
engines have over air-cooled. This not only reduces the potential for catastrophic
damage but also greatly simplifies the overall design of the engine.

Critical Thinking - Choose 2 out of 3 to research
Provide pictures
1. How did NASA protect the astronauts in their space vehicles from the harmful
radiation from space?
In current spacecraft, the materials for e.g. the hull are chosen primarily because they
are light and strong. Aluminium is common. A few millimeters of aluminium blocks most
of the radiation you would encounter in low Earth orbit.

2. How does the atmosphere act as an insulator?
Clouds and water vapor act as insulators in the atmosphere. Clouds help shield the
Earth from the Sun and trap heat from below. When cloud particles grow large enough,
they may fall out as rain or snow.

7. Lab Experiment: April 28-30
*Conduct an experiment to determine the Specific Heat of 3 different metals.

Mass Mass Δ Temp Δ Temp Heat Gain Heat Lost
Metal Water H20 Metal H20
Object Metal SH Metal
Example 65 100 27-21 = 6
75-27 = 48 600 Use
600 notes

Copper 68.5 100 25 - 23= 2 77 - 25 = 52 200 200 0.056

Iron 50.3 100 23 - 21 = 2 77 - 23 = 54 200 200 0.074

Aluminum 20.2 100 27 - 25 = 2 75 - 27 = 48 200 200 0.206

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 = 15.75 g * 150C * X
1086 J = 2362.5X
0.46 = Specific Heat of Iron

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

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

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

Heat​ = mass * change in temperature * Specific Heat
5275J = 50g * (x - 20C) * 0.5J/gC
5275J = 25 * (x-20C)
211 = (x-20C)

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

Heat​ = mass * change in temperature * Specific Heat
6.75 x 104​ ​ J = 1500 * 25C * SH
67500 J = 37500g * SH
1.8 = Specific Heat

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

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

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

Heat​ = mass * change in temperature * Specific Heat
455 J = 25g * 130C * SH
455 J = 3250gC * SH
0.14J/gC = SH

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

Heat​ = mass * change in temperature * Specific Heat
47.3 cal = 55g * 15C * SH
47.3 cal = 825gC * SH
0.0573cal/gC = SH

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

Heat​ = mass * change in temperature * Specific Heat
1000 J = 150g * (x - 25C) * 0.96 J/gC
1000 J = 144 J/C * (x-25 C)
-18.05 C = x

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

to 303.0 °C? (Cp of H2​ ​O = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 20g * 20C * 4.184 J/gC
Heat = 1673.61

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

(Cp of H2​ O​ = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 15g * 25 C * 4.184 J/gC
Heat = 1569 J

11. How much energy is required to heat 120.0 g of water from 2.0 °C to 24.0 °C? (Cp of H​2​O = 4.184
J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 120g * 22 C * 4.184 J/gC
Heat = 2083.35 J

12. How much heat (in J) is given out when 85.0 g of lead cools from 200.0 °C to 10.0 °C? (Cp of Pb
= 0.129 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 85 g * 190 C * 0.129 J/gC

Heat = 2083.35 J

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

of the gold?
Heat​ = mass * change in temperature * Specific Heat
41.72 J = 18.69 g * 17 C * SH
41.72 = 317.72gC * SH
0.1313 = SH

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

mass of the water, in grams. (Cp of H2​ O​ = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
41840 = x * 6.5 C * 4.184 J/gC
41840 = x * 271.96 J/g
153.846 g = x

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

(Cp of H​2​O = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 50 g * 135 C * 4.184 J/gC
Heat = 28242 J

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

(Cp of H2​ O​ = 4.184 J/g °C)
Heat​ = mass * change in temperature * Specific Heat
Heat = 32 g * 15 C * 4.184 J/gC
Heat = 2008.32 J

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

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

18. When a 120 g sample of aluminum (Al) absorbs 9612 J of energy, its temperature increases from

25o​ ​C to 115​o​C.
Find the specific heat of aluminum.

Heat = mass * change in temp * SH
9612 J = 120 g * 90 C * SH
9612 J = 10800 * SH
0.89 = SH

Name: Emily Grayson
Class: S4
Teacher: Mr. Lopez
Date: 5/7/18

Investigation Title: Specific Heat Lab of Metals

I. Investigation Design
A. Problem Statement:

Finding the specific heat of unknown metals.

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

If an unknown metals specific heat is found, then the metal can be determined.

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

Copper Iron Aluminum

D. Dependent Variable:y
Specific Heat

E. Constants:

Amount of water Hot plate temperature

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

Water

G. Materials: (List with numbers)
1. 1 Triple beam balance
2. 1 Beaker
3. 1 Graduated Cylinder
4. 2 Thermometers
5. 1 Pair of tongs
6. 1 Hot plate
7. 1 Foam coffee cup
8. 1 Copper
9. 1 Iron
10. 1 Aluminum

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. - M​ etal 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

Copper:

Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
Heat Gained Water = 100g * (25 C - 23 C) * 1cal/gC
Heat Gained Water = 200 calories

Iron:
Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
Heat Gained Water = 100g * (23 C - 21 C) * 1cal/gC
Heat Gained Water = 200 calories

Aluminum:
Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
Heat Gained Water = 100g * (27 C - 25 C) * 1cal/gC
Heat Gained Water = 200 calories

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

Copper:

200 calories = 68.5g * (77 C - 25 C) * x

200 calories​ = 3​ 562x

3562 3562

0.056 = x

Actual = 0.092

Iron:

200 calories = 50.3g * (77 C - 23 C) * x

200 calories​ = ​2716.2x

2716.2 2716.2

0.074 = x

Actual = 0.11

Aluminum:

200 calories = 20.2g * (75 C - 27 C) * x

200 calories​ = ​969.6x

969.6 969.6

0.206 = x

Actual = 0.215

II. Data Collection

A. Qualitative Observations: (Describe the metals using characteristics)

Copper:
Cylinder shape
Not too heavy
Red/brown color
Iron:
Rectangle prism shape
Silver/grey color
Medium weight
Aluminum:
Cylinder shape
Silver/grey color
Lightweight

B. Quantitative Observations: (Key data)
1. Data Table

Mass Mass Δ Temp Δ Temp Heat Gain Heat Lost
Metal Water H20 Metal H20
Object Metal SH Metal
Example 65 100 27-21 = 6
75-27 = 48 600 Use
600 notes

Copper 68.5 100 25 - 23= 2 77 - 25 = 52 200 200 0.056

Iron 50.3 100 23 - 21 = 2 77 - 23 = 54 200 200 0.074

Aluminum 20.2 100 27 - 25 = 2 75 - 27 = 48 200 200 0.206

Metals Specific Heat Actual Specific Heat
Copper
Iron 0.056 0.092
Aluminum
0.074 0.11

0.206 0.215

2. Graph - Metal and Specific Heat

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

Dishwasher:
If you have a mix of different types of items in the dishwasher: utensils, ceramic plates and
bowls, metal bowls, plastic containers, and so forth, something interesting happens if you open
the dishwasher immediately at the end of the cycle. After a few minutes, all of the ceramic
things and heavy metal items will be dry. Any thin metal bowls may be partly dry, but may have
free moisture on them. The plastic items will almost always be wet.This is because the plastic
items don’t have sufficient specific heat to evaporate water droplets on their surface. Instead,
evaporation of water cools the plastic.

17. Science Portfolio Reflection

Science Portfolio Reflection

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

My favorite activity in science this year was creating q velocity story. I enjoyed this
because we were able to work with a group and create a non-serious story about us.

2. Which topic or skill did you find to be the most challenging? Explain
The topic I found most challenging was the atomic structure and periodic table unit. I
found this challenging because you had to memorize the first 20 elements of the
periodic table and their charges. I also had to memorize compounds and their charges.
But all in all, I understood the lesson and liked it.

3. Provide an example of 3 types of graphs that were used this year in science? Why did
it make sense to use these graphs for those activities?
Three types of graphs that I used this year in science were bar graphs, line graphs, and
pie charts.

Velocity bar graph:

 

In this bar graph we were seeing how long it would take for these modes of transportation to
go from Lake Placid, NY to Pittsburgh, PA.

Heat line graph:

In this line graph we were comparing the heat and temperature of liquids after a certain
amount of time

Pie chart:

This pie chart shows the mass % of Iron, Coarse sand, small rocks, and large rocks.

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

Key tips that I remembered about solving math problems in science this year are

In this problem we used a math calculation to show how long it would take the F35
Fighter Jet to get to the Sun, Saturn, and Neptune.

A. Sun

T = D/V

T= 1.46 ×10 8 km
1.93 x 10 3 km/hr

T = 0.7565 x 10​5​ hr = 75,650/24 = 3152.08333 days/365 = 8.63 years

B. Saturn

T = D/V

T= 1.4 x 10 9km
1.93 x 10 3 km/hr

T = 0.7254 x 106​ ​ = 725400/24 = 30225 days/365 = 82.81 years

C. Neptune

T = D/V

T= 4.3 x 10 9km
1.93 x 10 3km/hr

T = 2.228 x 106​ ​ = 2,228,000/24 = 92833.33 days/365 = 254.34 years

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

The lab conclusion I am most proud about is the Velocity Story:

Julie needed to get her science notebook from her locker, so she began her
adventure outside of Mr. Lopez’s room. She walked 4 meters and then did a
cartwheel over the span of 2 meters because she is a crazy cat. The velocity of this
action was 1 m/sec. At this time, she realized that she needed to change her ways of
life and get her notebook as quickly as possible. She had to get back to class like the
goody-goody she is. At the bottom of the ramp she decided to skip 12 meters to the
top, which took her 6 seconds, meaning the velocity of this action was 2 m/sec. From
the top of the ramp, she took 5 seconds to jog 15 meters to her locker. The velocity of
this action was 3 m/sec. It took her 16 seconds to unlock her lock and grab her
science notebook to go back to class. Julie then hopped 27 meters to the bottom of
the ramp again to travel back to science class in 19 seconds, giving this action a
velocity of 1.42 m/sec. When she got to the end of the ramp, she noticed A-Dog and
Emmy in math class. Julie forgot to go to pilates class, so she lunged 5 meters to the
water fountain in only 9 seconds. The velocity of this action was 0.56 m/sec. Emily
was a little parched, so she rested and took a nice drink for 3 seconds. Emily and
Avery were feeling stressed and overwhelmed and they just couldn’t take it anymore.
They made a drastic move, sprinting 42 meters down the hall in only 8 seconds,
which made the velocity of this action 5.25 m/sec, and threw open the door, only
taking 3 seconds to leave Dodd Middle School forever, to never come back again.
Emily and Avery left Mrs. Montano in the dust!!!!!

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

In science next year, I am most excited to learn about DNA and the evolution of things.
I do not plan on pursuing a career in the sciences. I don’t find science as interesting as
other people.