GreenSciencePortfolio-2017-ColleenVerneauClassof2021

2016-2017
Green Team

Science
Portfolio

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Table of Contents:

Page 3: Survey graph conclusion
Page 5: Experiment Presentation
Page 6: Scientific Method
Page 12: Density Lab Report
Page 15: Density Quiz
Page 17: Phase change of of Water Lab
Page 20: Phase Changes Quiz
Page 27: Mass % Practice
Page 29: Quiz on Classifying Matter
Page 34: Quiz on Solubility
Page 37: Velocity Project
Page 41: Velocity Word Problems
Page 44: Acceleration Worksheet
Page 48: GPE Project
Page 52: KE Project
Page 56: Inclined Plane Project
Page 60: Quiz on Inclined Planes
Page 64: Conclusion

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Survey Graph Conclusion:

1.Data Table

Flavors Responses
Chocolate
Vanilla 6
Strawberry 7
Other 1
6

2. Graph

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Conclusion​:
The purpose of this survey to see what kind of Ice
Cream our science class liked. The highest number
in the survey was 7. The group was for “vanilla”
which proves that it was the most popular flavor out
of all the choices given. The middle number in this
survey was 6. The groups that tied were “other” and
“chocolate” which proves that chocolate was the
most popular flavor between the 2, and 6 other
people like another ice cream that is not on the
survey. The lowest number in this survey was 1 and
the group was for “strawberry”.

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Experiment Presentation:

The 8 things our presentation had to include were:
1. Problem Statement
2. Hypothesis (If...then…)
3. Independent Variable (4 Levels of IV)
4. Dependent Variable
5. Control
6. Constants (2 or 3)
7. Data Table
8. Graph

Next we had the option to pick which experiment
we wanted to do from this list:

1. Book Roll Experiment - Use pencils to reduce friction
2. Paper Towel Brands - Absorbency
3. Bouncing Ball (tennis ball, golf ball, …)
4. Balancing Lab (Levers) - Use the simulator to design an experiment.
5. Paper Airplane design - Design that most accurately hits a target

Our group chose the book roll experiment

Problem Statement:

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How many pencils will it take to move the book the farthest distance.

Hypothesis:

If more pencils are under the book when it is pushed, the book will go
farther.

Independent Variables:

1. No pencils
2. 2 pencils
3. 5 pencils
4. 10 pencils

Dependent Variable:

How far the book goes across the table.

Control Group:

The book being rolled without the pencils underneath is the control group.

Constants:

1. How hard the book was pushed
2. The book used
3. The types of pencils
4. How far off the table the books starting position was

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Data Table:

Pencils Inches
0 3.75
2 13
5 15.5

10 16.5

Graph:

Conclusion:

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In conclusion the data shows that
with more pencils under the book, it was
able to move farther across the table.
When there was no pencils under the
book it went 3.75 inches, with 2 pencils
it was a much bigger jump of 13 inches.
Also, with the 5 pencils it went 15.5
inches, and with the 10 pencils under
the book the book went 16.5 inches.

These calculations include the inch
that the book was hanging off the table
to push it, also the book was pushed
with the same force every time.Also the
data shows that there was a big jump
from 0 pencils to 2 pencils but wasn’t
that big of a difference from 2 to 5, and
5 to 10.

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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

Problem Statement:

Will a special compound help Mr. Smithers workers produce more “widgets” in a week?

Hypothesis:

If Mr. Smithers gives his workers a special compound, then they will produce more
“widgets” in one week

Independent Variables:

Sodium Chloride, Magnesium Hydroxide, Calcium Sulfate, Water

Dependent Variable:

How many widgets Mr. Smithers workers produce this week

Constants:

Number of workers and the amount of chemicals tested on a worker in one week.

Control:

The water

Data Table:

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Special Compound Number of "widgets produced

Sodium Chloride 2,000

Magnesium Hydroxide 100,000

Calcium Sulfate 40,000

Water 75,000

Graph:

Conclusion:

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In conclusion, Mr. Smithers hypothesis was correct, as most of
the special compounds did have a greater impact on the number
of widgets produced this week. The group of 100 workers was
given Sodium Chloride, Magnesium Hydroxide, Calcium Sulfate,
and water. Out of all these compounds, the Magnesium
Hydroxide was the most successful, as the workers produced
100,000 widgets. The second most successful was the water, and
the workers produced 75,000 widgets with the water. The third
most successful was the calcium Sulfate, with which the workers
produced 40,000 widgets. Lastly, we have the Sodium Chloride,
and the workers that used this chemical produced only 2,000
widgets. The things that stayed the same during the experiment
were the number of workers (100), the amount of time it was
tested on them (a week), the place Mr. Smithers received the
chemicals from (the chemical supply store), and the amount of

each special compound given to
the workers (just to infer). So, the
most successful special
compound was the Magnesium
Hydroxide, and Mr. Smithers
having doing this experiment,
should give it to the workers every
week, as it helps them produce
more widgets.

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Density Lab Problems:

1. What is the density of an object with a mass of 120g and a volume

of 7ml?
m
D= 12v0g
D= 7mL

D= 17.14g/cm3​

2. What is the volume of 220g of an object with a density of 55g/cm3?
M
V= D220g
V= 55g/cm3

V= 4mL

3. We have an object with a density of 620g/cm3 and a volume of 75
cm3 What is the mass of this object?

M= D*V
M= 620*75
M= 46500cm3​

4. What would be the mass of #3 in kilograms?

M= 46.5

5. A block of wood has a mass of 180 grams. It is 10.0 cm long, 6.0cm

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wide, and 4.0cm thick. What is its volume and density?

V= 10*6*4

V= 240
M
D= V180g
D= 240cm

D= 0.75

6. A 500 gram piece of metal has a volume of 2.75 cm3 What is its

density?
M
D= V

D= 500
2.75

D= 181.82

7. Find the volume of 20.0g of benzene.

D=0.88
20
V= 0.88

V= 22.73

8. Find the mass of ether which can be put into a beaker holding 130
mL

D=0.71

Density Lab With Metals: Density (g/cm3)

Known - Day 1 9.12

Metal

Copper

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Aluminum 2.78
Lead 11.89
Zinc 7.13

Unknown - Day 2

Metal Density (g/cm3)

A 12.34
B 7.56
C 5.32
D 2.65

In conclusion the experiment on the different types of metal was used because
we wanted to check if our data was correct. Over the course of 2 days we had
different types of metals that were labeled and we found their masses, and
densities. After that, we had to use the data we already had to come up with what
the metals were that were not labeled. When we first did the experiment we had
Copper, Led, Aluminum, and Zinc. In the first trial when we knew which metals
were which we found that Copper's density was 9.12g/cm3, Leds density was
11.89g/cm3, Aluminum's density was 2.78g/cm3, and Zincs density was
7.13g/cm3. The next day when we did not know the name we gathered the
following information: Metal A’s density was 12.34g/cm3, Metal B’s density was
7.56g/cm3, Metal C’s density was 5.32g/cm3, and Metal D’s density was
2.65g/cm3. Therefore we made the conclusion that Metal A was Lead, Metal B was
Copper, Metal C was Zinc, and Metal D was Aluminum. So, our hypothesis was
mostly correct as we were able to match up the unknowns with the knowns, but
they were not exact. To improve this experiment, we could also compare these 2
sets of data with the real densities that have been scientifically proven.

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=D*V
M= 6.4 g/cm​3 *​ 79 cm​3
M= 505.6 g

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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
125 g
D= 18 cm3

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​ ​)?
1.

Gold Silver

V= M V= M
V= D 350g V= D530 g
19.32 cm3 10.5 cm3

V= 18.12 g/cm​3 V= 60.48 g/cm3​

4. Explain why the Titanic sank after hitting the iceberg.
Use data to explain your answer.

The titanic sank because of density. It was built so
that it would float on the water as long as none of it
ever got inside of the boat. When the titanic hit the

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iceberg, it created a hole, which allowed water to get
into the boat. Water has the density of 1 always, so
when the ship was filled with it, it caused the boat's
mass to increase, but the volume stayed the same.
This makes the object more dense, causing it to
sink.

Phase Change of Water Lab:

Critical Thinking Questions:
1. Why did the temperatures stay the same at 2 points during the

lab?
It stayed the same at 2 points because they were the melting point, and the
boiling point
2. How does this relate to the heat trapped in the atmosphere?

Find a diagram that illustrates this concept.
It relates to the heat trapped in the atmosphere because the heat is trapped
in the atmosphere and the heat was trapped in the classroom

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3. What is the role of energy during the phase changes?
Heat energy
4. Describe the motion of the molecules throughout the

experiment.
The molecules are together and as the heat gains they separate
5. How does the Average Kinetic Energy change throughout the

experiment?
It changes by increasing in speed

Data and Graph Phase Change of Water:

Time Temperature
0 -3
0.5 -2
12
1.5 3
24
2.5 5
35
3.5 5

17

46
4.5 6

57
5.5 7

6 18
6.5 22

7 27
7.5 36

8 43
8.5 59

9 67
9.5 89
10 91
10.5 96
11 96
11.5 97
12 97
12.5 98
13 98
13.5 98
14 98
14.5 98

Time Temperature
00
0.5 200
1 400
1.5 600
2 800
2.5 961.8
3 961.8
3.5 961.8
4 961.8

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4.5 961.8
5 961.8

5.5 961.8
6 1400

6.5 1500
7 1600

7.5 1700
8 1800

8.5 1900
9 2000

9.5 2162
10 2162
10.5 2162
11 2162
11.5 2162
12 2162
12.5 2500
13 2600
13.5 2700
14 2800
14.5 2900

Phase Changes Quiz:

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 Energy
Fusion Pt.​ (C) Pt. ​(C) Vaporization Heat (cal)
(cal/g) (cal/gC)
(cal/g)

Aluminum 65 g 95 660 2467 2500 0.21 193340.55
Gold 65 g
15 1063 2800 377 0.03 26267.15

Scientific Method:

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Independent Variable:
The metals, Aluminum and Gold

Dependent Variable:
The heat energy of each metal

Constant:
The amount of groups, the way they are solved to find the heat energy, and the mass

Control:

The control is water

Hypothesis:
If we use equations to find the heat energy of gold and aluminium,
then aluminimum will require a greater heat energy.

Calculate Heat Energy:

Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
Heat = Mass * Heat of Vaporization
Heat = Calories + Calories + Calories
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 193340.55

Gold 65 g 15 1063 2800 377 0.03 26267.15

Math Steps:

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A. Aluminum

Heat = Mass * Heat of Fusion
Heat = 65g * 95cal/g
Heat = 6175cal

Heat = Mass * Change in Temperature * SH
Heat = 65g * 1807C * 0.21cal/gC
Heat = 24665.55cal

Heat = Mass * Heat of Vaporization
Heat = 65g * 2500cal/g
Heat= 162500cal

Heat = Calories + Calories + Calories
Heat = 6175cal + 24665.55cal + 162500cal
Heat = 193340.55

Gold

Heat = Mass * Heat of Fusion
Heat = 65g * 15cal/g
Heat = 975cal

Heat = Mass * Change in Temperature * SH
Heat = 65g * 1737C * 0.03cal/gC
Heat = 3387.15cal

Heat = Mass * Heat of Vaporization

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Heat = 65g * 337cal/g
Heat = 21905cal
Heat = Calories + Calories + Calories
Heat = 975cal + 3387.15cal + 21905cal
Heat = 26267.15

Graph your results:

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Conclusion:

To conclude, my hypothesis was correct in the way that Aluminum would require more
heat energy to melt it. When doing this experiment, you could infer that Aluminum would
have a greater number because all of the other numbers in the chart were larger than

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gold as well. The final heat energy for Aluminum was 193340.55. The final heat energy for
Gold was 26267.15. So, as you can see Aluminum is the metal in this particular
experiment that would require the most heat energy, compared to gold.

Questions:

1. How are Heat and Temperature different for the following pictures of​ ​boiling​ w​ ater?

Explain:​ (Hint: Use the Heat equation)

In these 2 pictures we have a boiling ocean, and a beaker of boiling water. The water will
always have the mass of 1, even if there is a lot more of it. As for the temperature, the
temperature in the Ocean will be greater because it will have greater numbers in the
boiling point, melting point, heat of fusion and heat of vaporization. Whereas, the beaker
will take less heat energy to heat up, therefore making those numbers smaller.

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.
Water having the specific heat of 1, means that it needs to absorb more heat before
boiling, whereas with gold it does not have to absorb as much heat before heating up.

Boiling Point and Elevation Presentation:

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When water is at a higher elevation there is less pressure
on the water, making it easier to heat up. When you heat
up water at home for example it takes longer because
there is more pressure on the water. In the atmosphere
there is less pressure on the water making it easier for the
molecules to escape the water.

The temperature at which a liquid boils and turns to vapor

The action or fact of elevating or being elevated and the
height above a given level, especially sea level.

Boiling Point:​ 100o​

The boiling point is 100​o ​at sea level. It will grow as you
gain altitude because the temperature drops, there are
more gases, and there is less pressure. Ramen noodles
take 3 minutes to cook at sea level. The time would
probably triple or more at a higher altitude.

Boiling point:100​0

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If you are at sea level then the temperature will be 1000​
and the higher up you are the colder it gets which would
also mean you would need to cook the lobster at a way
higher temperature. This is because there is more
pressure, and more gasses. It takes 12-20 minutes or
more depending on the amount.

In Conclusion we found that lobster would take
longer to cook because it has a greater density than
the ramen. If they were cooked closer to the
atmosphere it would take less time because of less
pressure.

Activity:​ Mass % Practice with Mixtures and Compounds

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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)

3. Data Table:

Materials Mass % Sample
Large Rocks 37 11.3
Small Rocks 59 18.1
Corsed Grained
Sand 125 38.3
Fine grained Sand 75 23.1
Salt 5 1.5
Copper 25 7.7
Total
326 100

4. Pie Chart:

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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)

3. Data Table:

Materials Mass % Sample
Large Rocks 48 12.7
Small Rocks 78 20.7
Corsed Grained
Sand 56 14.9
Fine grained Sand 175 46.5
Salt
Copper 2 0.7
Total 17 4.5
376 100

4. Pie Chart:

Quiz on Classifying Matter:

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QUIZ: Classifying Matter

I. Directions: I​ dentify 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 B

K2​ ​SO4​ D
Twix, snickers, pretzels, popcorn A

II. Directions:​ Determine the Mass % of each mixture and construct the appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 125/241 * 100 =
52%

Small Rocks 75 75/241 * 100 =
31%

Coarse Sand 32 32/241 * 100 =
13%

Iron 9 9/241 * 100 =
4%
Total= 241
Mixture B Mass (g) 100%
Large Rocks %
205
205/389 * 100 =
53%

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Small Rocks 58 58/389 * 100 =
15%

Coarse Sand 97 97/389 * 100 =
25%

Iron 29 29/389 * 100 =
7%

Total 389 100%

Calculation Examples ​(Provide 2 Examples showing how you determined the Mass %)

Mixture B = Coarse sand = 97/389 * 100 = 25%
Mixture A = Iron = 9/241 * 100 = 4%

Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass
% of Elements in each
Compound:

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K2​ ​SO​4​ - Potassium Sulfate
(Show Math Here)

K(2)=39(2)=78 78/174 * 100 = 45%

S(1)=32(1)=32 32/174 * 100 = 18%

O(4)=16(4)=64 64/174 * 100 = 37%

Total Mass = 174 amu

Na3​ P​ O4​ ​ - Sodium Phosphate
(Show Math Here)

Na(3)=23(3)=69 69/164 * 100 = 42%

P(1)= 31(1)=31 31/164 * 100 = 19%

O(4)=16(4)=64 64/164 * 100 = 39%

Total mass=164

IV. Conclusion: E​ xplain the difference between Mixtures and Compounds using data. Compare
the pie charts.
The purpose of the experiment for the rocks was to better define the word heterogeneous
mixture. Both of the pie charts are heterogeneous mixtures. They are made out of two or
more substances which makes both of them a mixture. It is a heterogeneous mixture
because the substances are not equally spread out and there is not an equal amount.
Every time somebody separates it, for the most part there will always be a different
percentage of each substance. The pie charts prove this because there is a different
percent of each substance in the different mixtures. For example, the amount of large
rocks in mixture A was 52% while in mixture B it was 53%. You get the percentage by
dividing the mass of the substance by the total mass, then multiplying it by 100. In the
experiment all of the substances had a different percentage in each mixture. On the
other hand, while a mixture is two or more substances that are put together, compounds
are two different atoms that are chemically combined and can be chemically taken apart.
Every time you split the compound, it will be an equal percent of each element. This is
shown in the formula Na​3​PO4​ ​. In this formula, to find the percentage of each element you
have to multiply the atom by the sub number which says how many atoms of the element
there are. In this case, sodium is 23*3= 69. Phosphorus is 31*1. And oxygen is 16*4.
When you add all of the numbers up, it equals 164 and that is the total mass in amu. To
find the percentage, you have to divide each number by the total, then multiply it by 100.

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So oxygen would be 64/164=39%. Sodium would be 69/164=42% and Phosphorous is
31/164=19%. This proves that in the compound sodium phosphate, there will always be 3
atoms of sodium, 1 atom of phosphorous, and 4 atoms of oxygen for the one compound.

Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
First, there was salt in the sand, but it was undetectable. When we put the sand in a
funnel and then washed water down through the funnel into a beaker, all that was small
enough to go with the water into the beaker was salt. We could still not see the salt,
though. We put the salt water onto a hot plate and boiled it. When the salt went into the
water, the ions of the substances were separated into some +Na and some -Cl. In order
to make salt, those two elements had to come together. The water wasn’t allowing the
elements to come together. When the water was boiled, there was no barrier to keep the
ions apart and so they came together to form salt.

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Quiz on Solubility:

QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph

I. Solubility Graph

Questions:
1. What is the Solubility of KClO​3​ at 40 C?
15g
2. What is the Solubility of NH4​ C​ l at 70 C?
60g
3. What Temperature would 80 grams of KNO3​ ​ completely dissolve and become saturated?
50 degrees c
4. Suppose you have 120 grams of NaNO​3 ​at 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
You would have to take away about 32 grams of NaNO​3​ for it to be completely saturated
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)

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You could make the temperature of the beaker 55 degrees celsius, and it would become fully
saturated

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?

Supersaturated. You would have to add 30 grams to make it saturated

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).

To make the beaker saturated you would have to take away 30 grams

II. Soluble vs. Insoluble
Directions: ​Use 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 #3

Silver nitrate Soluble #4

Ammonium nitrate Soluble

Calcium carbonate Insoluble #6 and #3

Zinc sulfide Insoluble

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AgCl Insoluble #3
Na​2​SO4​ Soluble #3
Calcium phosphate Soluble
PbBr2​ Insoluble

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​+1 C​ l-​ 1 po ​Ag+​ 1 ​NO​3​- ​ K+​ 1 N​ O​3-​ Ag+​ 1 ​Cl-​ 1
KCl AgNO3​ ​ KNO​3
​AgCl
S S S I

The reaction of Potassium Chloride to Silver Nitrate is that one of the new compounds is soluble
and evenly mises into the beaker, and the other is insoluble and sinks to the bottom.

Reaction #2

Lithium Phosphate + Calcium Sulfate = Lithium Sulfate + Calcium Phosphate
+​
Li​+1 P​ O​4​-3 ​+ Ca​+2 ​SO4​ ​-2 ​= Li​+1 ​SO​4​-2 ​+ Ca​+2 P​ O​4​-3
Li3​ ​PO4​ Ca​2​ (SO​4)​ 2​ ​= Li2​ ​SO​4​ + Ca3​ ​ (PO​4​)2​

S S S I

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The reaction to Lithium phosphate and calcium sulfate is Lithium sulfate which is soluble and
floats around the beaker, and calcium phosphate which is insoluble and floats to the bottom.

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.
For the first example, we were given Potassium chloride and silver nitrate. When these 2
compounds were mixed together they turned into Potassium Nitrate and Silver Chloride. When
the first 2 soluble mixtures were mixed together, they made the other 2. The first new compound
(potassium nitrate) was soluble whereas the second compound ( Silver chloride) was not
soluble. This means that in the beaker, potassium nitrate would be floating around in the
beaker, and silver chloride would be sunken at the bottom.

V. ​What is wrong with the following formula: ​ (PO​4)​ ​2N​ a
The element PO4​ ​ is phosphate, and the element Na is sodium. Na’s charge it +1, so the
formula is wrong because PO​4​ should not have a 2 outside the parenthesis. PO4​ ​’s
charge is -3, so the formula should be written as: PO4​ ​Na​3​.

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Velocity Project:

Velocity Project

1. Define the following terms:

Motion- The action or Speed- a rate at which Position- a place where
process of moving someone or something is someone or something is
able to more or operate located or has been put

Distance- An amount of Acceleration- a vehicle's Terminal Velocity- The
constant speed that a
space between 2 things or capacity to gain speed freely falling object
eventually reaches when
people within a short time the resistance of the
medium through which is
falling prevents further
acceleration

Time- The indefinite Displacement- moving of Final Velocity-
continued progress of something from its place or The change in speed with
existence and events in the position respect to time
past present and future
regarded as a whole

Velocity- The speed of
something in a given
direction

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed is the rate at which an object is moving and velocity is the rate at which an object
changes its position. An example of this would be

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
B. Model T Ford
C. Hindenberg
D. Tesla top speed
E. Fastest train

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F. F35 Fighter Jet
G. Vehicle of your choice

Nantes France 3,240

*Provide a map showing your cities
*Show Detailed Math Steps

A. Fastest runner goes 28 miles per hour. So if there is 3,240 miles it would take

him about 116 hours (or about 5 days) to get from Cheshire to Nantes France if

you were running non stop at a speed of 28mph.

3240 =116 hours
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B. The fastest tesla is 300 mph. So if there is 3,240 miles is would take about 11

hours to get from Cheshire to Nantes France if you were driving in the fastest

Tesla

3240 = 11 hours
300

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C. The fastest train goes 267 miles per hour. So if there is 3,240 miles it would take

the train 12.13 hours to get from cheshire to Nantes France if you were taking the

fastest train to Nantes France.

3240 = 12.13 hours
267

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 is a lot of history museums and I think if I went there I would be interested in
taking pictures because there is a lot of old historical buildings.

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

1. 116 (1.18) = 136.88 mph
2. 11 (1.18) = 12.98 mph
3. 12.13 (1.18) = 14.3134 mph

6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
1,199

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A. Sun

T= Distance = 9.3 x 107 miles = 7.75 x 104​
Speed 1.2 x 103M ph

B. Saturn

T= Distance = 1.2 x 108 miles =1 x 105​
Speed 1.2 x 103 mph

C. Neptune

T= Distance = 2.7 x 108miles =2.25 x 105​
Speed 1.2 x 103mph

Velocity Word Problems:

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Unit 1: Uniform Motion Name: Kate, Colleen, Ava, and Avery
Worksheet 8 Date: 2/22/17 Period: S2

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?

25 m per s

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?

- After 4 hours, the car will travel 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

200 m /25 s =

4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly
3.00 ×​ ​ 108​ ​ m/s. How far is light year (the ​distance​ light travels in a year)? Answer: 9.50
×​ 101​ 5​ m.

5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
and m/s? Answers: 58 km/hr, 16 m/s.

6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet
to strike a target 3240 m away?

- 4.5 s.

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

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
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.

9. *If you traveled one mile at a speed of 100 miles per hour and another mile at a speed of
1 mile per hour, your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph.
What would be your average speed? (Hint: What is the total distance and total time?)
Answer: 1.98 mph.

10. *What is your average speed in each of these cases?
a. You run 100 m at a speed of 5.0 m/s and then you walk 100 m at a speed of 1.0
m/s.

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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.

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?

200 km/hr/170 km/hr =1.2 km/hr
12. *A car traveling 90 km/hr is 100 m behind a truck traveling 50 km/hr. How long will it

take the car to reach the truck?
T=D/R T=100 m/ 90 km/hr = 1.1 HR

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?

- About 1.02 seconds

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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?

- 1768 feet

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?
- 1.01 mi/second
b. mi/hr?
- 37 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? 1 / 3.81 min
b. mi/hr? 16 miles per hour

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?
- No, she will be late again
b. Draw a distance vs. time graph of the situation. (Assume constant speeds for each
hallway.)

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Acceleration Worksheet:

14.2 Acceleration

Acceleration is the rate of change in the speed of an object. To determine the rate of acceleration,
you use the formula below. The units for acceleration are meters per second per second or m/s2.

A positive value for acceleration shows speeding up, and negative value for acceleration shows
slowing down. Slowing down is also called ​deceleration.​

The acceleration formula can be rearranged to solve for other variables such as final speed (v​ 2​ )
and time (​t)​ .

EXAMPLES

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

Looking for Solution
Acceleration of the skater

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

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

Relationship

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2. A car accelerates at a rate of 3.0 m/s2. If its original speed is 8.0 m/s, how many seconds will it
take the car to reach a final speed of 25.0 m/s?

Looking for Solution
The time to reach the final speed.

`

The time for the car to reach its final speed is 5.7
seconds.

Given
Beginning speed = 8.0 m/s; Final speed = 25.0 m/s
Acceleration = 3.0 m/s2
Relationship

1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or
deceleration.)

A = (V2 - V1)/T2

A = (15 m/s - 24 m/s)/12 Sec.

A = -9 m/s/12 sec.

A=

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

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a period of 4.5 seconds. What is the acceleration of the dragster?

85 - 45 / 4.5 = 75 m/s

3. The table below includes data for a ball rolling down a hill. Fill in the missing data values in the
table and determine the acceleration of the rolling ball.

Time (seconds) Speed (km/h)

0 (start) 0 (start)

23

46

69

8 12

10 15

Acceleration = 4.5 m/s

4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop.
How much time will it take for the car to stop if it decelerates at -4.0 m/s2?

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?

if 60/8 = 7.5 that would mean that the car goes 7.5 seconds every
mi/hr. So if 7.5 x 5 = 37.5 then you add 50, the final speed would be
87.5 mi/hr.

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6. A cart rolling down an incline for 5.0 seconds has an acceleration of 4.0 m/s2. If the cart has a
beginning speed of 2.0 m/s, what is its final speed?

7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?

60-25/5= 50 m/s

8. As she climbs a hill, a cyclist slows down from 25 mi/hr to 6 mi/hr in 10 seconds. What is her
deceleration?

25-6/10= 24.4

GPE Project:

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Energy Joules Chemical Potential Law of Conservation
Strength and vitality The SI unit of work or Energy of Energy
required for sustained energy equal to the Partial molar free The total energy of
physical or mental work done by a force energy that can be an isolated system
activity of one newton absorbed or released remains constant. It
during a chemical is said to be
reaction or phase conserved over time
transition

Kinetic Energy Kilojoules Elastic Potential Gravity
Energy that a body A unit of measure of Energy The force that
possesses by virtue energy Potential energy attracts a body
of being in motion stored as a result of toward the center of
deformation of an the earth or toward
elastic object any other physical
body having mass

Potential Energy Gravitational Mechanical Energy
The energy Potential Energy Is defined as energy
possessed by a body Is energy an object of an object or
by virtue of its possesses because system due to its
position relative to of its position in a motion or position
others, stresses gravitational field
within itself, electric
charge, and other
factors

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

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3 different
heights.
3 objects: You, gallon of milk, television (research the masses)
* 2.2 lbs = 1 kg

Data Table:

Object Mass Gravity Height GPE
My sister 34 kg 9.8 10
3332

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Gallon of Milk 3.9 kg 9.8 10 382.2
9.8 10 1200.5
Television 12.25 kg

My sister 34 kg 9.8 20 6664
9.8 20 764.4
Gallon of Milk 3.9 kg 9.8 20 2401

Television 12.25 kg

My sister 34 kg 9.8 30 9996
9.8 30 1146.6
Gallon of Milk 3.9 kg 9.8 30 3601.5

Television 12.25 kg

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:
“Kotulskian” - 17% greater than Earth’s Gravity
“Danuzzitopia” - 39% less than Earth’s Gravity
“Carlucciville” - 82% greater than Earth’s Gravity
“Cheshire” - 63% less than Earth’s Gravity

Calculations:
Change the names below

A. Planet Goffinian:
“​Goffinian​” ​- 17% greater than Earth’s Gravity

9.8 * 0.17 + 9.8 = 11.4666%

B. Planet Cabrerian:
“C​ abrerian​” - 39% less than Earth’s Gravity

9.8 * 0.39 = 3.822
9.8 - 3.822 = 5.978%

C. Planet Biondian:
“B​ iondian​” -​ 82% greater than Earth’s Gravity

9.8 * 0.82 + 9.8 = 17.836

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D. Planet Guralnickan:
“G​ uralnickan​”​ - 63% less than Earth’s Gravity

9.8 * 0.63 = 6.174
9.8 - 6.174 = 3.626

Data Table:

Planet GPE (10m) GPE (20m) GPE (30) Object
Goffinian (11.466)
Cabrerian (5.978) 447.147 894.348 1788.696 Gallon Of Milk
Biondian (17.836)
Guralnickan (3.626) 233.142 466.284 932.568 Gallon Of Milk
Earth (9.8)
695.604 1391.208 2782.416 Gallon Of Milk
Graph:
141.414 282.828 565.656 Gallon Of Milk

382.2 764.4 1528.8 Gallon Of Milk

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

Mass and strength
2. Why did the GPE change on the other planets?

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