Emily Grayson Blue Science Portfolio

4. Estimate the solubility of each salt at certain temperatures by filling in the following
table​.​ Use your graph to determine the solubilities.

Salt Name Temper
ature
Ammonium Chloride (​○C​ )
Potassium Nitrate
5 15 25 35 45 55 65

Sodium Nitrate

Barium Hydroxide

Potassium Chloride

Lithium Chloride
Potassium Sulfate

Sodium Chloride
Copper (II) Sulfate (​Anhydrous​)

Potassium Iodide

Extra Practice WS
Extra Practice WS2

9. Atomic Structure
and Periodic Table

Atomic Structure Project
Portfolio

Due: Friday 1/19/18

Directions:​ Construct a flipbook that covers the following categories related to Atomic Structure
and its relationship to the Periodic Table
Reading​: h​ ttps://www.livescience.com/37206-atom-definition.html
*Use this site for notes

1. Cover Page:​ Atomic Structure and Periodic Table

Atomic Structure and Periodic Table 
 By: Emily Grayson

2. History of the Atom
Link: h​ ttps://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:

a. Dalton
i. Dalton's experiments on gases led to his discovery that the total pressure
of a mixture of gases amounted to the sum of the partial pressures that
each individual gas exerted while occupying the same space
ii. In 1803 this scientific principle officially came to be known as Dalton's
Law of Partial Pressures
iii. Dalton's theory included several ideas, such as atoms are indivisible and
indestructible and that different atoms form together to create all matter

b. Thomson - V​ ideo
i. The British physicist who discovered the electron in 1897
ii. Proved that atoms can be divided
iii. He was able to determine the existence of the negatively charged
particles by studying properties of electric discharge in cathode-ray tubes

iv. The rays were deflected within the tube, which proved that there is
something that was negatively charged within the vacuum tube

c. Rutherford
i. Rutherford was ​the next scientist to further modify and progress the
atomic model
ii. He studied under Thomson
iii. In 1911, Rutherford published his version of the atom, which included a
positively charged nucleus that is orbited by electrons
iv. This model arose when Rutherford and his assistants fired alpha
particles at very thin sheets of gold
v. A small percentage of the alpha particles were scattered at very large
angles
vi. Rutherford’s model of the atom is still the basic model we use today

d. Bohr
● Bohr's greatest contribution to modern physics was the atomic model. The Bohr

model shows the atom as a small, positively charged nucleus surrounded by
orbiting electrons
● He proposed a theory for the hydrogen atom based on quantum theory that
energy is transferred only in certain well defined quantities.
● Electrons should move around the nucleus but only in prescribed orbits.
● When jumping from one orbit to another with lower energy, a light quantum is
emitted.

3. Structure of the Atom
Video
Video2
a. Nucleus
i. Almost all of the mass in an atom is made up from protons and neutrons
found in the nucleus
ii. The nucleus is held together by a force between its protons and neutrons
iii. It contains the majority of a cell’s genetic material
iv. The nucleus has a positive charge as protons are positive and neutrons
have no charge
b. Protons
i. Protons are positively charged particles that can be found in an atom's
nucleus
ii. The number of protons in an atom defines what element it is. For
example, ​carbon​ atoms have six protons, ​hydrogen​ atoms have one and
oxygen​ atoms have eight.
iii. The number of protons in an atom refers to its atomic number
iv. The number of protons in an atom also determines the chemical behavior
of the element.
c. Neutrons
i. The neutron is used as a comparison to find the relative mass of protons
and electrons
ii. Neutrons are uncharged particles found in an atom’s nucleus
iii. A neutrons mass is slightly larger than a protons mass
iv. The number of neutrons in a nucleus determines the isotope of that
element
d. Electrons
i. Electrons are tiny compared to protons and neutrons, over 1,800 times
smaller than either a proton or a neutron
ii. An atom's electron configuration is the orbital description of the locations
of the electrons in a typical atom
iii. Using the electron configuration and principles of physics, chemists can
predict an atom's properties, such as stability, boiling point
e. Atomic Mass
i. Atomic mass is the mass of an atom of a chemical element expressed in
atomic mass units
ii. The number of protons and neutrons determine an element’s mass
number
iii. Protons and neutrons are heavier than electrons and reside in the
nucleus at the center of the atom
iv. Electrons are extremely lightweight and exist in a cloud orbiting the
nucleus

f. Charge
i. In physics, the charge is a characteristic of a unit of matter that expresses
the extent to which it has more or fewer electrons than protons
ii. There are two types of charges, positive and negative
iii. Like charges repel and unlike charges attract

g. Valence Electrons
i. A valence electron is an outer shell electron that is associated with an
atom
ii. The group number of a non-transition metal can be used to find the
number of valence electrons in an atom of that element
iii. The ones place of the group number is the number of valence electrons in
an atom of these elements

***Use models to explain the difference between:
Sodium Chloride​ and M​ agnesium Chloride​ or S​ odium sulfide​ and C​ alcium Sulfide

NaCl and MgCl​2

Difference between Sodium Chloride (NaCl) and Magnesium chloride (MgCl2​ ​):
● Sodium Chloride is a rock salt while Magnesium Chloride is a hexahydrate salt
● Sodium Chloride has a lowest effective temperature of +20°F (-7°C) and Magnesium
Chloride has a lowest effective temperature of 0°F (-18°C)
● Sodium Chloride has one chlorine atom and Magnesium Chloride has two
● Magnesium gives one of its electrons to two chlorine atoms while sodium gives one of its
electrons to chlorine

● For Sodium you only need one chlorine atom and for Magnesium you need two chlorine
atoms

4. Isotopes
Link: ​https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass

a. Provide Example
i. Isotopes are different forms of a single element

● The number of protons and
neutrons in the nucleus is the atom's
mass number

● Each isotope of a given
element has a different mass number

● Neon-20, Neon-21, and
Neon-22 are three isotopes of the
element Neon

● They have mass numbers of
20, 21, and 22

b. How are they used by Scientists?
i. Isotopes differ in the stability of their nucleus
ii. Measuring the speed of decay allows scientists to date archaeological
finds, and even the universe itself

iii. Stable isotopes can be used to give a record of climate change
iv. Isotopes are also commonly used in medical imaging and cancer

treatment.
5. Families of the Periodic Table

*Describe the life of Mendeleev and how he created the Periodic Table.
● Dmitri Mendeleev was born in Tobolsk, Russia, on February 8, 1834
● He became a professor and conducted research in chemistry
● He noticed certain recurring patterns between different groups of
elements and using existing knowledge of the elements' chemical and
physical properties he was able to make further connections
● He systematically arranged the dozens of known elements by atomic
weight in a grid-like diagram
● In 1869, Mendeleev formally presented his discovery of the periodic law
to the Russian Chemical Society

*What makes the elements the similar in each family?
● Elements in the same group in the periodic table have similar chemical
properties
● Their atoms have the same number of electrons
● The IA family is made up of the ​alkali metals.​ In reactions, these elements
all tend to lose a single electron
● The IIA family is made up of the a​ lkaline earth metals​. All these elements
tend to lose two electrons
● The VIIA family is made up of the ​halogens.​ They all tend to gain a single
electron in reactions
● The VIIIA family is made up of the ​noble gases​. These elements are very
unreactive.

*What are some trends in the Periodic Table?

a. Alkali Metals
i. All are plus one and in the first column of the periodic table
ii. These elements lose a single electron in a reaction

b. Alkaline Earth Metals
i. All are plus two and in the second column of the periodic table
ii. These elements lose two electrons in a reaction

c. Halogens
i. All are minus one and in the seventh column of the periodic table
ii. These elements gain a single electron in a reaction
iii. The halogens have low melting points and boiling points

d. Noble Gases
i. These elements are unreactive
ii. Each element have a charge of zero
iii. All noble gases have full outer shells with eight electrons

6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html

https://www.livescience.com/61479-russia-plague-fort.html

“The History of Russia's 'Plague Fort,' Where Scientists Battled Death (and Lost)”

Summary:

Fort Alexander, and abandoned fort, sits on an artificial island near St.
Petersburg, Russia. It was once the site of a research laboratory focused on the study
of the plague. Two staff members were accidentally infected with the plague and later
died. They were both immediately cremated as the other scientists did not want their
remains to spread the bacteria. Fort Alexander is now often called "The Plague Fort" in
honor of its history. Russia set up the plague lab to study the Black Death and develop
a vaccine. The isolated lab was later used to study other infectious diseases, including
cholera and tetanus. The lab shut down in 1917, and the Russian navy used the fort as
a storage facility until it was abandoned in the 1980s.

10. Isotopes

Isotope #1

Years % Remaining

0 100

2800 50

5600 8400 25
11,200 12.5
17400 14,600 6.25
25800 3.125
31400 20,200 1.56
23,000 0.78
0.39
28,600 0.19
0.095

0

Isotope #2

Years (millions) % Remaining
0 100

3.2 50
6.4 25
9.6 12.5
12.8 6.25
16 3.125
19.2 1.56
22.4 0.78
25.6 0.39
28.8 0.19
32 0.095
35.2 0

Questions:

1. How old is each fossil if there is 29% remaining?
Isotope 1: About 5000 years old
Isotope 2: About 6 million years old

2. How old is each fossil if there is 46% remaining?
Isotope 1: About 3500 years old
Isotope 2: About 4 million years old

3. How much of Isotope #1 is remaining if the fossil is 8000 years old?
About 11% remaining

4. How much of Cabrerianite (Isotope 1) is remaining if the fossil is 11,000 years old?
About 7% remaining

5. How old is each fossil if there is 23% remaining of both isotopes?
Isotope 1: 6000 years old
Isotope 2: 7 million years old

Fossil A % remaining Isotope #1 Isotope #2
Fossil B
Fossil C About 5000 About 5 million
Fossil D 32% remaining years old years old
Fossil E
Fossil F About 7500 About 8 million
18% remaining years old years old

About 2000 About 2 million
75% remaining years old years old

About 2500 About 2.5 million
65% remaining years old years old

About 7000 About 7 million
20% remaining years old years old

About 4000 About 4 million
42% remaining years old years old

Average Atomic Mass Practice Problems

1. Calculate the atomic mass of lead. The four lead isotopes have atomic masses and relative
abundances of 203.973 amu (1.4%), 205.974 amu (24.1%), 206.976 amu (22.1%) and
207.977 amu (52.4%).
How many neutrons would each isotope have in its nucleus?

2. Calculate the average atomic mass of sulfur if 95.00% of all sulfur atoms have a mass of
31.972 amu, 0.76% has a mass of 32.971amu and 4.22% have a mass of 33.967amu.

How many neutrons would each isotope have in its nucleus?

QUIZ:​ Isotopes Date: 2/6/18
Name: Emily Grayson
Directions​ construct a graph that will help you determine the age of fossils.

I​ sotope 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

Hint: Remember to add gridlines

Graph: ​(place graph here)

Questions: (Use your graph above to answer the questions below)

1. How old is the following fossil?
Fossil A - 73% of Isotope A remaining

The fossil is about 4000 years old.
2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining

The fossil is about 17,000 years old.
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
About 95% is remaining of Isotope A.

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.

35 * 34.969 = 1223.915/100 = 12.23915
+

37 * 36.966 = 1367.742/100 = 13.67742 Average Atomic Mass = 25.91657 amu
= 25.91657

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%).

14 * 27.9769 = 391.6766/100 = 3.916766

+

14 * 28.9769 = 405.6766/100 = 4.056766 Average Atomic Mass = 12.169864 amu

+

14 * 29.9738 = 419.6332/100 = 4.196332

= 12.169864

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!)
Key Vocabulary 
Key Terms to use: I​ sotope, nucleus, neutrons, average atomic mass, Mass%, M&Ms, protons, atomic 
number, element,​ however, therefore, ​additionally​, for instance, ​in conclusion, data,  
% abundance

For each isotope, the difference between the mass and the number of protons/atomic
number is going to be the number of neutrons in that atom. For example, for the element
chlorine and its two isotope examples that I just did above, you multiply their mass number to
their isotope number and you divide that by 100 to get your average atomic mass number. You
then add them both up to get a total average atomic mass. Additionally, the isotope is always
going to have the same amount of protons just a different mass number so you had to find the
average atomic mass. In the M&M lab to find the total mass % we had to find the average mass
for the plain and pretzel ones and then find the % abundance for each by using our data that we
collected. You then multiply the percent abundance to its mass for both the plain and the pretzel
M&Ms and you divide by how many isotopes there were to get your answer. In conclusion, in
the nucleus of an atom there are always going to be the same amount of protons, but a different
mass for each isotope.

Activity:​ D​ etermine 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 .125
12,000 0
13,500
15,000

Graphs:

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

Fossil B
35% of Montanosaurus remaining

There are two isotopes for each fossil. Fusarus is older in both of 
the isotopes than Montanosaurus. There is 18% of Fusarus remaining 
and 35% of Montanosuarus remaining. The point where the line 
intersects for Fusarus, on isotope number 1, is about 5,500 years old. 
The point where the line intersects for Montanosarus, on isotope 
number 1, is about 3,500 years old. For isotope number 2, Fusarus is 
about 4,000 years old, while isotope 2 for Montanosaurus is about 
2,500 years old. In this case, the less percent of the isotope remaining 
means that the fossil is older. We know this because, using the graph, 
we saw where the line intersected with the percent isotope.  

 
 
 

Rubidium has two common isotopes, 8​ 5R​ b and 8​ 7R​ b. If the
abundance of 85Rb is 72.2% and the abundance of 87Rb
is 27.8%, what is the average atomic mass of rubidium?

How do these word problems relate to the M&M Lab?

The word problem about the element Rubidium relates to the M&M Lab in many
ways. They both contain a heavier and lighter isotope with a percent abundance and
average mass. The M&M Lab had one isotope as a plain M&M and another isotope as a
pretzel M&M. There were 31 more regular M&M’s than the pretzel M&M’s. The average
mass of the plain M&M’s was 0.93 and the average mass for the pretzel M&M’s was
2.39. The total average atomic mass came out to be 1.18 which is closer to the plain
M&M’s mass of 0.93. To find the average atomic mass for the M&M’s, we multiplied the
plain M&M’s average mass to its percentage abundance. For Rubidium, there were two
isotopes. The first isotope has a mass of 85 and the second isotope has a mass of 87.
The abundance of Rubidium 85 is 72.2% and the abundance of Rubidium 87 is 27.8%.
We divided (moved the decimal point over) 72.2 and 27.8 by 100 to get the decimal.
We, then, multiplied the isotope number (85 and 87) by the decimals we got (0.722 and
0.278) to get 61.37 and 24.19. After that we added them together to get 85.56 which is

the same as the actual atomic mass of Rubidium.  

11. Velocity

Velocity Story

Name: E​ mily Grayson ​Date: 2​ /12/18

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)

Walking 4 meters 4 seconds V= 1 m/sec
V= 0.5 m/sec
Cartwheel 2 meters 4 seconds V= 2 m/sec
V= 3 m/sec
Skipping 12 meters 6 seconds V= 0 m/sec

Jogging 15 meters 5 seconds V= 1.42
m/sec
Stopping (Unlocking Lock 0 meters 16 seconds V= 0.56
and Grabbing Notebook from m/sec
Locker) V= 0 m/sec

Hopping 27 meters 19 seconds V= 5.25
m/sec
Lunging 5 meters 9 seconds V= 0 m/sec

Stopping (Drinking from the 0 meters 3 seconds
Water Fountain) 42 meters 8 seconds

Sprinting

Stopping (Leaving School) 0 meters 3 seconds

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

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!!!!!

Velocity Project 2018 
Due: Friday night February 23, 2018 

 

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

Motion:​ ​the action or  Speed:​ The distance an  Position:a​ place where 
process of moving or being  object travels per unit of  someone or something is 
moved  time  located or has been put 

   

Distance:​ The motion of  Acceleration:​ The rate of  Terminal Velocity:t​ he 
the object is to describe  change of velocity  constant speed that a 
how far it moved    freely falling object 
eventually reaches when 
the resistance of the 
medium through which it 
is falling prevents further 
  acceleration 

 

Time:​ A continuous,  Initial Velocity:​ The  Displacement:​ The 
measurable quantity in  velocity of an object before  distance and direction of 
which events occur in a  acceleration causes a  an object’s change in 
sequence proceeding from  change  position from the starting 
the past through the  point 
present to the future 

 
  

   

Velocity:​ The speed of an  Final Velocity:​ The velocity  Key Metric units:​ Meters, 
object and the direction of  at the final point of time  seconds, kilograms, liter, 
its motion  degree celsius 

 

  

 
2. What is the difference between Speed and Velocity? Explain using an example in 
your own words. 
Velocity has direction while speed does not have a direction. Speed is how fast an 
object moves. 
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: 
 

Lake Placid, NY to Pittsburgh, PA 

 

Modes of Transportation  Amount of Hours/Velocity 

Fastest Runner: Usain Bolt  Top Speed:​ 44.7km/hr 
 
V = D/T 
V = 889.967km/19.9hr 
V = 44.72km/hr 
 
T = D/V 
T = 889.967km/44.7km/hr 
T = 19.9 hours 
 

  
  
  
  
  
  

Model T Ford  Top Speed:​ 72km/hr 
Hindenburg   
V = D/T 
V = 889.967km/12.36hr 
V = 72km/hr 
 
T = D/V 
T = 889.967km/72km/hr 
T = 12.36 hours 

 
Top Speed:​ 135km/hr 
 
V = D/T 
V = 889.967km/6.59hr 
V = 135km/hr 
 
T = D/V 
T = 889.967km/44.7km/hr 
T = 6.59 hours 

Tesla Top Speed: Tesla Model S   
  Top Speed: 2​ 50km/hr 
   
  V = D/T 
V = 889.967/3.56hr 
V = 250km/hr 
 
T = D/V 
T = 889.967km/250km/hr 
T = 3.56 hours 

 
 
 
 

Fastest Train: Bullet Train  Top Speed:​ 320km/hr 
F35 Fighter Jet   
School Bus  V = D/T 
V = 889.967km/2.78hr 
V = 320km/hr 
 
T = D/V 
T = 889.967km/320km/hr 
T = 2.78 hours 
 
 
Top Speed:​ 1930 km/hr 
 
V = D/T 
V = 889.967km/0.46hr 
V = 1930km/hr 
 
T = D/V 
T = 889.967km/1930km/hr 
T = 0.46 hours 
 
 
Top Speed:​ 110km/hr 
 
V = D/T 
V = 889.967km/8.09hr 
V = 69.22 km/hr 
 
T = D/V 
T = 889.967km/110km/hr 
T = 8.09 hours 

 

 

*Provide a map showing your cities 

Lake Placid 

1) What would like to see in this city when you arrive? 
a) Whiteface Mountain 
b) Shopping Areas 

2) What tourist attraction? 
a) 1980 Winter Olympics Buildings/Ski Jumping Arena 

3) What restaurant would you like to visit in this city? 
a) Emma’s Lake Placid Creamery 

4) What is the basic history of this city? 
a) Lake Placid was founded in the early 19th century 
b) It has hosted the 1932 and 1980 Winter Olympic Games 
c) Lake Placid was used by rich and famous people in the 19th century as a resort 

d) It was called the “Placid Park Club” in 1895 but was later changed to Lake Placid 

5) Provide pictures: 

 

 
 
 
 
 
 

 

Pittsburgh 

 
1) What would like to see in this city when you arrive? 
a) Abby Lee Dance Company 
b) Heinz Field 
2) What tourist attraction? 
a) Kennywood Amusement Park 
3) What restaurant would you like to visit in this city? 
a) Altius 
4) What is the basic history of this city? 
a) Pittsburgh was founded on November 27, 1758 
b) It was named after British secretary William Pitt 
5) Provide pictures: 

 

 
 
 
 
 
 
 
 
 
 
 

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 
 

Modes of Transportation  Amount of hours 

Fastest Runner: Usain Bolt  44.72 x 0.18 = 8.05 + 44.72 = ​52.77hr 

Model T Ford  72 x 0.18 = 12.96 + 72 =8​ 4.96hr 

Hindenburg  135 x 0.18 = 24.3 + 135 = ​159.3hr 

Tesla Model S  250 x 0.18 = 45 + 250 = 2​ 95hr 

Bullet Train  320 x 0.18 = 57.6 + 320 = 3​ 77.6hr 

F35 Fighter Jet  1930 x 0.18 = 347.4 + 1930 = 2​ 277.4hr 

School Bus  110 x 0.18 = 19.8 + 110 = ​129.8hr 
 

 
 
 

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

A. Sun 

 

T = D/V 

T= 1.46 ×10 8 km  
1.93 x 10 3 km/hr
T = 0.7565 x 105​ ​ 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

12. Acceleration

Name: Emily Date:
Grayson 2/23/18

Hypothesis: The higher the angle the faster the acceleration is going to be

Independent Angle
Variable:

Dependent Distan
Variable: ce

Write Units --> Velocit Velocit

Trial Dist. 1 Time 1 y 1 Dist. 2 Time 2 y 2 Acceleration
angle 1 = 23 0.61m 13.82
degrees 0.61m 0.50se
angle 1 = 23 0.61m
degrees 0.61m c 0.61m 0.22sec
angle 1 = 23
degrees 0.46se

avg. c 0.61m 0.14sec

0.53se

c 0.61m 0.15sec

0.49se 1.24m/ 3.59m/

c sec 0.61m 0.17sec sec

angle 2 = 11 0.61m 0.75se 0.44sec 0.76
degrees 0.61m c 0.61m
angle 2 = 11 0.61m 0.73se 0.57sec
degrees 0.61m c 0.61m
angle 2 = 11 0.73se 0.53sec
degrees c 0.61m 1.2m/s
0.75se 0.81m/
avg. c sec 0.61m 0.51sec ec

Acceleration Conclusion

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

Conclusion:​ The angle of the ramp affects the acceleration of the car. The higher the angle, the
greater the acceleration is. In our experiment our first angle was 23 degrees and the
acceleration was 13.82m/s. Our second angle was 11 degrees and the acceleration was
0.76m/s. The angles are only 12 degrees apart and the acceleration difference is 13.06m/s. For
our first angle we had to find the two velocities. V1 = 1.24m/s and V2 = 3.59m/s. We then found
our acceleration by using the equation a = v2 - v1/t2. We used this equation to find the
acceleration for both of our angles. For our second angle, the velocities were 0.81m/s and
1.2m/s. In both of our data tables we noticed that the second half of the ramp always had the
larger velocities. For example v2 in angle one is larger than v1 by 2.35m/s and v2 in angle two
is larger than vi by 0.39m/s.

Key words:​ Purpose of experiment, Hypothesis, variables, data to prove your hypothesi

13. Motion

QUIZ: Motion

Name:​ Emily Grayson Date:​ 3/1/18

Formulas:

A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a

1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?

A= v2 −v1
T2

A= 89m/s − 0m/s
14sec

A= 89m/s
14sec

A = 6.357m/s

The runner’s acceleration is 6.357m/s

2. A car starting from rest accelerates at a rate of 18.0 m/s2​ .​ What is its final speed at the end of
5.0 seconds?

V2 = V1 + (A * T)

V2 = 0m/s + (18m/s2​ ​ * 5s)

V2 = (18m/s2​ ​ * 5s)

V2 = (90m/s)

Its final speed at the end of 5 seconds is 90m/s

3. A cyclist accelerates at a rate of 16.0 m/s​2.​ How long will it take the cyclist to reach a speed of
49 m/s?

T= V2−V1
A

T= 49m/s − 0m/s
16.0m/s2

T= 49m/s
16m/s2

T = 3.063sec

It will take the cyclist 3.063 seconds to reach a speed of 49m/s

3. During an Apollo moon landing, reflecting panels were placed on the moon. This allowed
earth-based astronomers to shoot laser beams at the moon's surface to determine its distance.
The reflected laser beam was observed 4.6 seconds after the laser pulse was sent. The speed of
light is 3.0 ​×​ 108​ ​ m/s. What was the distance between the astronomers and the moon?

D=T*V

D = (2.3sec) * (3.0 ​×​ 10​8​ m/s)

D = 6.9 ​×​ 10​8​ m/s

Or D = 690,000,000m

The distance between the astronomers and the moon is 6.9 ×​ ​ 10​8​ m/s or 690,000,000m.

Directions:​ Choose ​4​ or 5
4. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class

for the third time this week. She must get from one side of the school to the other by hurrying
down three different hallways. She runs down the first hallway, a distance of 65.0 m, at a
speed of 5.2 m/s. The second hallway is filled with students, and she covers its 32.0 m length

at an average speed of 1.46 m/s. The final hallway is empty, and Suzette sprints its 60.0 m
length at a speed of 7.3 m/s.

a. Does Suzette make it to class on time or does she get detention for being late again?

T = D/V
T = 65m/5.2m/s
T = 12.5sec

T = D/V
T = 32m/1.46m/s
T = 21.918sec
T = 60m/7.3m/s
T = 8.219sec

12.5sec + 21.918sec + 8.219sec = 42.637sec

Suzette will make it to class on time.

5. The tortoise and the hare are in a road race to defend the honor of their breed. The tortoise
crawls the entire 1000. m distance at a speed of 0.35 m/s while the rabbit runs the first 200.0
m at 1.85 m/s The rabbit then stops to take a nap for 1.200 hr and awakens to finish the last
800.0 m with an average speed of 4.2 m/s. Who wins the race and by how much time?

6. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp (A).

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

Which Angle had the greatest Acceleration? Write a Conclusion based on your findings. Create
a Graph if you have time.

Height of

Ramp Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2

50 m 100 m 10 sec. 10m/s 100 m 5 sec. 20m/s 2m/s

100 m 100 m 5 sec. 20m/s 100 m 2 sec. 50m/s 15m/s

First row angle = 14.5 degrees
Second row angle = 30 degrees

Graph:

Conclusion:
The purpose of this experiment was to see if the angle of the ramp has an effect on the

acceleration. The higher the angle, the greater the acceleration. My hypothesis was if the second
row’s angle is tested, then it will have a greater acceleration than the first row’s acceleration. To
figure out the angles I used the equation Angle A = opposite/hypotenuse. I got 14.5 degrees for
row one and 30 degrees for row two. I then found the acceleration of both rows using the
equation A = V2 - V1/ T. The acceleration for row one was 2m/s and the acceleration for row
two was 15m/s. My hypothesis turned out to be correct as I finished the data table and noticed

that the second row’s acceleration (15m/s) was larger than the first row’s acceleration (2m/s) by
13m/s. To conclude, my hypothesis was correct because the greater the angle, the larger the
acceleration was proven by testing the data.

EXTRA CREDIT:
Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is 3.0 ×​
108​ ​ m/s. In k​ ilometers,​ how far is the earth from the star?
Answer must be in scientific notation
46 minutes = 2760 seconds
D=V*T
D = (3.0 ​×​ 10​8​ m/s) (2760sec)
D = 8.280 ​×​ 10​11​ m/s
D = 828,000,000,000m/s
D = 828,000,000km
D = 8.28km x 10​8
The Earth is 8.28km x 108​ ​ or 828,000,000km from the star.

14. GPE

Potential Energy Project
Due: Friday 3/17

Define and make note cards or QUIZLET for the following words:

Energy: Joules: Chemical Potential Law of
The capacity or The SI unit of work or Energy: Conservation of
power to do work, energy Energy stored in Energy:
such as the capacity chemical bonds Energy cannot be
to move an object (of created or destroyed
a given mass) by the
application of force

Kinetic Energy: Kilojoules: Elastic Potential Gravity:
The energy a moving A unit of measure of Energy: An attractive force
object has because energy, in the same Energy stored by between any two
of its motion way that kilometres something that can objects that depends
measure distance stretch or compress on the masses of the
objects and the
distance between
them

Potential Energy: Gravitational Mechanical Energy:
Stored energy due to Potential Energy: The total amount of
position Energy stored by potential energy and

objects due to their kinetic energy in a
position above the system and can be
Earth's surface expressed by the
equation mechanical
energy = potential
energy + kinetic
energy

Resource: ​http://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3 different
heights.
3 objects: Candace Flynn, Ferb Fletcher, Phineas Flynn
*2.2 lbs = 1 kg

Data Table:

Object mass (kg) gravity (9.8 m/s2) H1 = 5 m GPE
Candace Flynn 51.7095kg 9.8m/s2 1.6002m 810.906311
Ferb Fletcher 9.8m/s2 1.562m 693.43428
Phineas Flynn 45.3kg 9.8m/s2 1.397m
36.2874kg 496.796

Your data table will need: Object, mass, gravity, height, GPE

Videos: ​http://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.

Determine the GPE of one of the masses on the following planets:
Planet Meap - 17% greater than Earth’s Gravity
9.8m/s​2​ x 1.17 = 11.47m/s​2​ = gravity
Whalemingo Planet - 39% less than Earth’s Gravity
9.8m/s​2​ x .39 = 3.82
9.8 - 3.82 = 6m/s​2​ = gravity
Planet Drusselstein - 82% greater than Earth’s Gravity
9.8m/s​2​ x 0.82 = 8.04
9.8 + 8.04 = 17.84m/s2​ ​ = gravity

*Use the height of your favorite Roller Coaster. You will use this to figure out the
Velocity at the bottom of the hill on the Star Wars Planets.

Height of “Coolest Coaster Ever” - 324 meters

Calculations:
Choose 3 planets from the Star Wars Universe and use 3 different
Examples:

A. Planet Meap:

GPE = KE
Mass x gravity x height = 0.5mv2​
36.29kg x 11.47m/s​2​ x 324m = 0.5 x 36.29kg x v​2
134863.8 = 18.15 x v​2
134863.8 / 18.15 = 7430.51
7430.51 = v​2

√7430.51 = √v 2

86.2 = velocity

B. Whalemingo Planet:

GPE = KE
Mass x gravity x height = 0.5mv​2
36.29kg x 6m/s2​ ​ x 324m = 0.5 x 36.29kg x v2​
70547.76 = 18.15 x v​2
70547.76 / 18.15 = 3886.93
3886.93= v​2

√3886.93 = √v 2

62.35 = velocity

C. Planet Drusselstein:

GPE = KE
Mass x gravity x height = 0.5mv2​
36.29kg x 17.84m/s​2​ x 324m = 0.5 x 36.29kg x v2​
20976 = 18.15 x v2​
70547.76 / 18.15 = 3886.93
3886.93= v2​

√3886.93 = √v 2

62.35 = velocity