Jillian Bauco (Class of 2022) - Blue Science Portfolio (1)

PE2​ ​ = mgh
= 9kg * 9.8 m/s2​ ​ * 5m
= 441 J

PE2​ ​ ​ = mgh
120,200 J = m * 9.8 m/s​2​ * 350m
120,200 J = m * 3430
(120,200 J)/(3430) = (m * 3430)/(3430)
35.04 = m
m ~ 35kg

PE​2 = mgh
116000 J = m * 9.8 m/s2​ ​ * 300m
116000 J = m * 2940
(116000 J)/(2940) = (m * 2940)/(2940)
45 = m
m~ 39 kg

PE2​ ​ = mgh
140250 J = m * 9.8 m/s2​ ​ * 250m
140250 J = m * 2450
(140250 J)/(2450) = (m * 2450)/(245)
57.24 = m
m ~ 57kg

PE2​ ​ = mgh
180,000 J = m * 9.8 m/s2​ ​ * 350m
180,000 J = m * 3430
(180,000 J)/(3430) = (m * 3430)/(3430)
52.47 = m
m ~ 52kg

PE​2 =​ mgh
= 0.4kg * 9.8 m/s2​ ​ * 1.2m
= 4.704 J\
~5 J

PE​2​ ​ = mgh
= 0.6kg * 9.8 m/s2​ ​ * 1.4m
= 8.232 J
~8 J

Gravitational Potential Energy ~ Worksheet 2

PE2​ ​ ​ = mgh
4942 J = m * 9.8 m/s2​ ​ * 6.15m
4942 J = m * 60.27
(4942 J)/(60.27) = (m * 60.27)/(60.27)
81.99 = m
m ~ 82kg

PE2​ ​ = mgh
2033 J = m * 9.8 m/s​2​ * 629m
2033 J = m * 6164.2
(2033 J)/(6164.2) = (m * 6164.2)/(6164.2)
0.329 = m
m ~ 0.003kg

PE2​ ​ = mgh
3.36 x 109​ ​ J = m * 9.8 m/s2​ ​ * 1450m
3.36 x 10​9​ J = m * 14210
(3.36 x 10​9​ J)/(14210) = (m * 14210)/(14210)
236453.202 = m
m ~ 236453kg

PE2​ ​ = mgh
1970 J = 82.0kg * 9.8 m/s2​ ​ * h
1970 J = 803.6 * h
(1970 J)/(803.6) = (803.6 * h)/(803.6)
2.451 = h
h ~ 2.5m

PE2​ ​ ​ = mgh
1.69 x 101​ 0​ J = 1750 kg * 9.8 m/s2​ ​ * h
1.69 x 101​ 0​ J = 17150 * h
(1.69 x 101​ 0​ J)/(17150) = (17150 * h)/(17150)
985422.74 = h
h ~ 985423 m

PE​2​ ​ = mgh
3.78 x 107​ ​ J = 1.81 x 105​ ​ kg * 9.8 m/s2​ ​ * h
3.78 x 107​ ​ J = 1773800 * h
(3.78 x 107​ ​ J)/(1773800) = (1773800 * h)/(1773800)
21.31 = h
h ~ 21.3 m

PE2​ ​ ​ = mgh

= 64kg * 9.8 m/s2​ ​ * 5334m
= 3345484.8 J

PE2​ ​ ​ = mgh
= 85kg * 9.8 m/s​2​ * 6267 m
= 5220411 J

PE2​ ​ = mgh
1.73x 105​ ​ J = m * 9.8 m/s​2​ * 321m
1.73x 105​ ​ J = m * 3145.8
(1.73x 105​ ​ J)/(3145.8) = (m * 3145.8)/(3145.8)
54.99 = m
m ~ 55 kg

PE2​ = mgh
9.17 x 108​ ​ J = 1.24 x 105​ ​ kg * 9.8 m/s2​ ​ * h
9.17 x 10​8​ J = 1215200 * h
(9.17 x 10​8​ J)/(1215200) = (1215200 * h)/(1215200)
754.6 = h
h ~ 755 m

*We will use our information to see how a roller coaster would be different on those planets.

FINAL PART - Roller Coaster Physics
Objective:
When energy is transformed, the total amount of energy stays constant (is conserved).
Work is done to lift an object, giving it gravitational potential energy (weight x height). The
gravitational potential energy of an object moving down a hill is transformed into kinetic energy
as it moves, reaching maximum kinetic energy at the bottom of the hill.
Determine the velocity of a full roller coaster of riders at the bottom of the largest hill. You can
use the following roller coasters:
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg

Use either:
GPEtop = KEbottom

The purpose of this experiment was to investigate the relationship between a period and length
for a pendulum and hence calculation of gravity. In the beginning of the experiment we
predicted that the longer the string the longer it would take to swing back and forth. We were
correct, when we first started the experiment in trial one we started with the string at a length of
25 cm. This length made the pendulum swing back and forth ten times in an average of 11.07
m/s2. The total length of the pendulum at 25 cm resulted in a gravity of 8.046, on our fourth trial
we observed the amount of time taken for a pendulum 100 cm to swing back and forth ten
times. On average it took about 2.163 m/s2 for the pendulum to travel back and forth ten times.
The total gravity of the pendulum for string 100cm long was 8.43. This proves that are
hypothesis was correct because the longer the string the longer it took for the mass block to
travel back and forth and the shorter the strong the fast the pendulum traveled. To conclude, the
longer the string the longer it would take for the pendulum to travel back and forth wich will
result in a larger gravity. The shorter the string the faster the pendulum will travel which will
result in a smaller gravity.

QUIZ: 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:
GPE= Mgh
GPE= 7000 x 125 x 9.8 m/s2
GPE= 8575000

KE= .5mv2

8575000 = .5 (7000)V2

3500 3500

2450=v2

49.5= V

Hoth:
9.8m/s x 1.37 =13.426
GPE=MGH
GPE= 7000 x 125 x 13.426
GPE= 11747750 joules

Ke= .5mv2

11747750 = .5 (7000) V2

3500 3500

3356.5= V2

57.9= V

Earth
GPE = mgh

= use this answer for KE

KE = .5mv2 Use the GPE number here

_____ = V2 Square root
_____ = V
Hoth
9.8 m/s2 * 1.37 = _______
GPE = mgh (use new gravity)

KE = .5mv2 Use the GPE number here

_____ = V2
_____ = V

Data Table:

Planet
Velocity
Earth: 8,575,000 Joules
49.5= V
Hoth: 11,747,750 Joules
57.9= V

Graph: do this last

Conclusion:
The purpose of the lab is to…… The hypothesis was….. USE DATA FROM ABOVE

The purpose of this experiment was to identify the safety restrictions that must be taken when
building a roller coaster on the planet hoth. Since the gravity is different on hoth than on earth
we had to do math calculations to figure out the gravitational potential energy. My hypothesis
was that on the planet Hoth the roller coaster would be faster because is had the greatest
potential energy and would need more safety restraints. And I was correct, the greatest potential
energy on earth for this particular roller coaster was 8,575,000 Joules and had a velocity of
49.5. On planet Hoth the Greatest potential energy was 11,747,750 Joules and consist of a
velocity of 57.9. Since there is more potential energy on planet Hoth the restraints must be
made more secure than the ones on Earth. In conclusion, The planet Hoth has more potential
energy than Earth and the restrains on planet Hoth should be made more secure than f the
roller coaster was built on Earth.

Extra Problems:

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
GPE = (15m)(G)(3200kg)
800,000= 48000
800,000= 16.6G
G= 48192.8m/s2

2. The Tie Fighter Roller Coaster has a height of 150 m. on Planet Hoth. Hoth has a gravity of
5.2 m/s2. This roller coaster has a Potential Energy of 600,000 J. What is the mass of the Tie
Fighter?

GPE = mgh
600,000= (m) (5.2m/s2) (150)
600,000= 780m
M= 769.23

Scenario: Suppose 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?

Outforce- 175 N
Output- 29M
Output work- 5075

Input force= 85 N
Input distance= 48 M
Input work- 4080

IMA= input D/ Output D
IMA= 1.66

AMA=175/85

AMA= 2.06

Effiency= 124.39%

Use “Drawing” to label a triangle (Inclined Plane)
Incline plave
Calculate the angle of the ramp.

Questions:
Is this machine possible? Explain using evidence from the problem.
No its possible because its made up therefore its not real.
How could you change the Input Force or Distance or to make it possible?
You change the hypotenuse or hight
How would this problem be different on another planet?
The gravity would change

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 increases over 100% then the machine will become impossible. If the angle
decreases below 100% then the machine will become possible.

Diagrams of Inclined Planes: (Use DRAWING - Label Diagrams)
Possible Machine:
Impossible Machine:

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

Calculations (Examples):

IMA = Din/Dout
IMA = 300/70
IMA= 4.28

AMA = Fout/Fin
AMA = 12/4
AMA = 3
Efficiency = Wout/Win * 100
Eff = 840/1200 x 100
Eff= 70
IMA = Din/Dout
IMA = 200/70
IMA = 2.85
AMA = Fout/Fin
AMA = 12/6
AMA = 2
Efficiency = Wout/Win * 100
Eff = 840/1200 x 100
Eff = 70
IMA = Din/Dout
IMA = 100/70
IMA = 1.43
AMA = Fout/Fin
AMA = 12/8
AMA = 1.5
Efficiency = Wout/Win * 100
Eff = 840/800 x 100
Eff= 105
Data Table: (Located on Google Classroom)

Trial
Output Force (N)
Output Dist. (m)
Output Work (J)
Input Force
Input Dist.
Input Work
IMA
AMA
Efficiency
Angle =13 degrees
12
70
840

4
300
1200
4.28
3
70
Angle =21 degrees
12
70
840
6
200
1200
2.85
2
70
Angle =45 degrees
12
70
840
8
100
800
1.43
1.5
105

Graph: (Angle and Mechanical Advantage)*Make sure you have Titles!
*Only graph the Angle and Mechanical Advantage

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

The purpose of the experiment was to figure out how the angle of an inclined plane
affects the Mechanical Advantage. My original hypothesis was, if the angle increases over
100% then the machine will become impossible. If the angle decreases below 100% then the
machine will become possible. After the end of my experiment my hypothesis resulted to be
correct. I can prove this by showing evidence from the data I gathered. My first example is in
trail number one, the angle was 13 degrees and the efficiency came to be 70% this number is
under 100% witch means it is a possible machine. However, in trial three the angel came to be
45 degrees with an efficiency of 105%. This clearly shows that angel number three witch
equaled 45 degrees would not be possible because the efficiency is over 100%. Based on the
information given, I have proved my hypothesis to be in fact correct. Furthermore, we can
clearly see that when the angle is over 100% the machine could not be possible. On the other
hand, a machine with an angle under 100% would result in a possible machine. There can
never be a machine that is impossible I know this because the law of conservation of energy
states “the total energy of an isolated system remains constant, it is said to be conserved over
time. This law means that energy can neither be created nor destroyed” (en.wiki) Therefore the
law of energy shows that a machine can not be possible if it is over 100%.
Discuss purpose
Restate hypothesis - angle and mechanical advantage
Data to support hypothesis
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 )
Use this source to explain the relationship of this machine to Newton’s First Law of Motion.
Lab Rubric - Data Analysis Sections

1
2
3
4

Data/
Observations
____Data is poorly organized or missing altogether.
No mention of observations
____Data is represented in a table or graph, but it is incomplete or there are major errors.
Some discussion of observations
____Data is represented in the table or graph with minor errors. More complete discussion of
observations.
___Data is clearly and accurately represented in a table or graph. Observations include
discussion of both qualitative and quantitative observations.
Conclusion/
Analysis
____No conclusion is written in this report or it is very brief. No data is cited.
____No analysis is included or it is extremely brief no sources of error are explained.
____No discussion of patterns or trends in the data

____Somewhat explains whether or not the hypothesis was supported.
____ Possible sources of error are somewhat explained.
____ No discussion of patterns or trends
____Adequately explains whether or not the hypothesis was supported. Data is cited to support
hypothesis.
____Possible sources of error are adequately explained.
____Some discussion of patterns or trend in the data
____Clearly explains whether or not the hypothesis was supported. Data was cited to support
the hypothesis.
____Possible sources of error are clearly explained.

____Trends and Patterns in the data are clearly discussed.

Activity: Tree Height Practice

Determine the height of the trees in the following examples. You will also need to calculate the
IMA and AMA using the given information.

Make Diagrams and calculate in Notebook first

Example 1: A student walked 43 meters away from the tree and measured the angle through
the clinometer to the top of the tree to be 18 degrees.

What is the height of the tree?

13.51
Eye height- 1.54
13.51 + 1.54 = 15.05 m
What is the Input Distance to the top of the tree?
A2+ B2 =C2
432+ 13..51= C2
1,849 +182.5201=C2
2031.5201= C2
Square root= 2031.5201 = c2
45.1= C2
What is the IMA?
45.07/13.51
IMA= 3.34

The AMA is 27% less than the IMA. What is the AMA?
3.34 x 1.27
4.24- 3.34
0.9= 350/ x
Input force = 350 x 0.9
Input force= 315 n

What is the Input Force?
315

Example 2: A student walked 84 meters away from the tree and measured the angle through
the clinometer to the top of the tree to be 29 degrees.

What is the height of the tree?
What is the Input Distance to the top of the tree?
What is the IMA?
The AMA is 42% less than the IMA. What is the AMA?
The Output Force is 75 N.
What is the Input Force?

***Wo

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

1. Vocabulary - Define and make note cards or quizlet

Conduction:the Heat: the quality of Insulator:a thing or Calorie: either of
process by which being hot; high substance used for two units of heat
heat or electricity is temperature. insulation, in energy.
directly transmitted particular.
through a
substance

Convection; the Temperature: the Second Law of Turbine: a machine
movement caused degree or intensity Thermodynamics: for producing
within a fluid by the of heat present in a the branch of continuous power
tendency of hotter substance or physical science in which a wheel or
and less dense object, especially that deals with the rotor, typically fitted
material as expressed relations between with vanes, is made
according to a heat and other to revolve by a
comparative scale forms of energy fast-moving flow of
and shown by a water, steam, gas,
thermometer or air, or other fluid.
perceived by touch.

Radiation: the Heat Engine: Specific Heat: the Generator: a thing
emission of energy a device for heat required to that generates
as electromagnetic producing motive raise the something, in
waves or as moving power from heat, temperature of the particular.
subatomic particles, such as a gasoline unit mass of a
especially engine or steam given substance by
high-energy engine. a given amount
particles that cause
ionization.

First Law of Conductor: a Kinetic Energy:
Thermodynamics: person who directs energy that a body
the branch of the performance of possesses by virtue
physical science an orchestra or of being in motion.
that deals with the choir.
relations between
heat and other
forms of energy

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.

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.
Thus, 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://www.youtube.com/watch?v=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.
Lima, peru
Average: 342.3

Quito, Ecuador
Average: 287.1

Hartford, ct
Average:384

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

I noticed that in each different region of the earth the weather and heat temperature
can be completely different than a country that's on another side of the earth.

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.

4. How is Steam used to create electricity in Power Plants?
A. Coal Plant​: by burning coal in a boiler to produce steam. The steam produced, under
tremendous pressure, flows into a turbine, which spins a generator to create electricity.
B. Natural Gas Plant
C. Nuclear Plant​: 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?:​ coal, oil and natural gas.

E. What is the difference between Renewable and NonRenewable forms of
energy?​ :Nonrenewable energy resources, like coal, nuclear, oil, and natural gas, are

available in limited supplies. This is usually due to the long time it takes for them to be
replenished.

Part II - Water, Orange Juice 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 Salt water and Vinegar .
3. Research the Specific Heats of salt water and vinegar in Calories/g C not in Joules.
4. Make a data table

Liquids Specific heat
Water 1.0 cal/g C
Salt water 0.932cal/g C
Vinegar 4.186 cal/g C

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

6. Write a conclusion about your results.
To summarize, when different liquids have different specific heat energy it will

determine how long the substance will take to gain heat or decrease in temperature.

Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
The molecules and atoms vibrate faster. As atoms vibrate faster, the space between
atoms increases and they start to heat.
2. Which substance showed the greatest temperature change? Least? Use data
Oil showed the greatest temperature change because it increased the most with a final
total of 83 degrees and saltwater took the longest to heat up which rersulted in a total of
54 degrees.
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
Research proves that oil should show the greatest temperature change and salt water
should show the least greatest. The specific heat of oil is 1.67 kJ/kg.K and the specific
heat of salt water is 0.932cal/g C. Olive oil will heat up faster than water because the
heat capacity of oil is lower than the heat capacity of water. Water requires more energy
per gram of liquid to change its temperature
4. How does Average Kinetic Energy relate to this experiment?
Average kinetic energy relates to this experiment because it shows that the faster
molecules move the more heat that will be radiated from the substance that is being
heated. For example, An increase in temperature increases the speed in which the gas
molecules move. All gases at a given temperature have the same average kinetic
energy. Lighter gas molecules move faster than heavier molecules. Witch show that this
experiment is fairly similar to average kinetic energy.
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 it has a fairly high
heat capacity. Being an amorphous liquid, the design of automotive radiators increases
its surface area by several orders of magnitude, giving the air cooled copper fins
enough leverage to draw heat from the water and expel it into the atmosphere. Therefor
water would be a perfect fit for a car engine radiator.
Practice Calculation
1. How much heat was gained by a 50 g sample of Orange Juice that increased its
temperature from 35 C to 75 C?
​Heat gained= 40

2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?
Heat gained= 71
Lopez Lab
Water (32 - 23) Oil (39-23)

http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems

6. Lab Experiment:
*Conduct an experiment that tests 3 different cups for their ability to insulate.
A. Conduct experiment
B. Create Data Table - Include Specific Heat
C. Write short conclusion paragraph that relates your data to research about the
effectiveness of the 3 materials to provide insulation.

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?

A number of parameters affect astronaut exposure to radiation. These
parameters include the structure of the spacecraft, the materials used to construct the
vehicle, the altitude and inclination of the spacecraft, the status of outer zone electron
belts, the interplanetary proton flux, geomagnetic field conditions, solar cycle position,
and EVA start time and duration. SRAG considers all of these parameters in order to
ensure that radiation exposures received by the astronauts remain below established
safety limits. Specific components of this responsibility include, Skip the navigation
menu, Skip the navigation menu, Providing radiological support during missions,
Projecting pre-flight and extra-vehicular activity (EVA) crew exposures. Evaluating
radiological safety with respect to exposure to isotopes and radiation producing
equipment carried on the spacecraft. Maintaining comprehensive crew exposure
modeling capability
Providing radiation instruments to characterize and quantify the radiation environment
inside and outside the spacecraft.

2. How is your home insulated? Research the “R” value system for insulation.
An insulating material's resistance to conductive heat flow is measured or rated in terms
of its thermal resistance or R-value -- the higher the R-value, the greater the insulating
effectiveness. ... Installing more insulation in your home increases the R-value and the
resistance to heat flow

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

A. LAB TEMPLATE
B. LAB RUBRIC - Focus on DATA ANALYSIS SECTION
C. Research a Phenomenon in nature that relates to Specific Heat

Relationship between weather phenomenons and specific heat capacity
Specific heat capacity is the quantity of energy required to raise the temperature of a
substance of 1g by 1ºcentigrate. Weather and Meteorological happenings. Weather is
formed by various currents of hot and cold air masses and moisture patterns. Hot air
rises and cold descends. As this happens it can create rotations in the atmosphere and
move areas of moisture which creates weather. Temperature difference moisture winds
Weather Phenomena Weather Phenomenons are the atmospheric conditions that
comprise the state of the atmosphere in terms of temperature, winds, clouds,
precipitation and other meteorological happenings.

Object Mass Water Temp H20 Temp metal Heat gain Heat lost SH Metal Real
Copper 28.4 100 24.3-22.5 86-24.3 Metal specific
Aluminum 19.6 100 25.5-22 97.8-25.5 heat
Zinc 29.3 100 75-25.7 75-25.1
180 180 0.103

250 250 0.256

140 140 0.0958

8. SPECIFIC HEAT WORKSHEET
WORKSHEET LINK​ - Use this worksheet and show your work

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
Heat=15.75
Heat= 15.75 x 150 x 69
Heat= 163012.5

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 = 10.0 x 33 x 0.90
Heat = 297 J/g

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
Heat = 50.0 x 30 x 0.50
Heat = 750
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
Heat = 1500.0 x 25 x 702
Heat = 13162500 Comparison of Heat Retention in Fresh Water and

Salt Water Samples

A.S Ogungbe1

*, C.O Ogabi1 A.A Alabi2

and O.O Ometan1

1Department of Physics, Lagos State University, Ojo, Lagos, Nigeria.
2Department of Physics, Federal University of Agriculture, Abeokuta, Nigeria.
*Corresponding Author’s Email: [email protected]

Abstract: Heat retention in salt water and fresh water was compared with a view to
identifying the one that is best at retaining
heat. To achieve this, 150 ml and 100 ml of distilled water at room temperature (29oC)
were heated separately to 100 oC
(boiling point). Measured values (5g, 10g and 15g) of table salt were each added to 100
ml and 150 ml of distilled water to
reach a level of salinity and the solution was heated to boiling point. A cooling system
was set up to continuously mix the
solution during cooling process to maintain uniform temperature and mercury-in-glass
thermometer was used to record the
temperature drop at every 10 minutes interval. The graphs of the temperature against
time were plotted using Matlab to obtain

the cooling rate. The results showed that the salt water has the capacity to retain more
heat than the fresh water, and the
concentration of salt in salt solution also determines the heat retention ability.

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 = 100.0 x 33 x 4.18J/g
Heat = 13 794 000 m2 / s2
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
Heat = 25.0 x 130 x 455
Heat = 1478750

Use this website for examples
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm

9. TEST REVIEW

Data Table:
Example: Velocity = Distance/Time
V = 12 m/3 sec
V = 4 m/sec.

Description
Distance (m)
Time (sec.)
Velocity (m/s)
Walking: Classroom to locker #902
3.75 m
3 sec
V= 3.75/3 = 1.3
Hopping: Locker 902 to Water Fountain
7.4 m
5 sec
V= 7.4/5 = 1.5
Skipping: Water fountain to end of the ramp

5m
5 sec
V= 5/5 = 1
Jogging (from end of ramp to top of ramp) - turn to left (where science post is located on the
wall)
11 m
3.2 sec
V= 11/3.2 = 3.4
Crawling: from poster to locker 1314
11 m
12 sec
V= 14/12 = 1.2
Cartwheeling: From locker 1314 to Heart Smart poster in front room 150
6m
6.5 sec
V= 6/6.5 = 0.9

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

Story:
It was a normal day at Oz Middle School, and period 7 was just ending, which meant Jillian’s
school day was ending. However, she needed to grab her weapons before going on the
dangerous adventures ahead. She walked cautiously from Scarecrow Lopez’s Science
classroom to her locker: #902. It was an approximate distance of 3.75 meters, and it took the
brave warrior 3 seconds (for evil scientific calculations: Velocity - 1.3 m/sec). Jillian’s next quest
was to hydrate at the drinking well, which was located at the center of Munchkin Village, before
braving a long journey to her classmate’s home. She hopped over her little friends for 5 seconds
until she made it to Dorothy’s house, which was 7.4 m away. Skipping, she then made her way
to the start of the Yellow Brick Road. Unfortunately, the flying monkeys blocked her way to a
wanted sign she wanted to observe. She jogged, dodging the monsters for 11 m in 3.2 seconds.
Jillian looked up at the poster to see her best friend’s name and a reward:

Jillian was absolutely shocked, but she had to focus on the quest. But it was not over, as
fireballs were being thrown at her by the Wicked Witch of the West. Jillian ducked under the
danger and made it to Dorothy’s home, locker #1314 (11 meters, 12 seconds). Her final quest
was to save Toto from a ditch and greet the Wizard of Oz: Mr. Runte. Ducking and swiveling,
Jillian reached out and scooped the furry black dog up, and gazed up at the Emerald Castle.
She was filled with happiness to see her leader. After that, everyone lived happily ever after.
THE END

Velocity Project 2018
Due: Wednesday night February 21,2018

1. Define the following terms and include pictures if possible:
Motion: the action or process of moving or being moved.

Speed: the rate at which someone or something is able to move or operate

Position: a place where someone or something is located or has been put.
Distance: an amount of space between two things or people.
Acceleration: increase in the rate or speed of something.
Terminal Velocity: the constant speed that a freely falling object eventually reaches when the
resistance of the medium through which it is falling prevents further acceleration.
Time: a point of time as measured in hours and minutes past midnight or noon
Initial Velocity: rate that the position of an object changes relative to time
Displacement; the moving of something from its place or position.

Velocity; the speed of something in a given direction.
Final Velocity: is the velocity at the final point of time
Key Metric units: system of measurement in which the basic units are the meter, the second,
and the kilogram.

2. What is the difference between Speed and Velocity? Explain using an example in your own
words.
The difference between speed and velocity is that speed is the distance that an object travels
and velocity is the distance traveled in a certain amount of time such as hours minutes or
seconds. For example, speed is saying you are moving 5 feet. Velocity would be saying you are
moving 5 feet in 3 seconds.

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:Hartford- Orlando
Fastest Runner
Model T Ford
Hindenburg
Tesla top speed
Fastest train
F35 Fighter Jet
Vehicle of your choice

Usain Bolt
T=D/V
T=1911.1km/44.72km/h
T=42.73h

Model T Ford
T=D/V
T=1911.1km/72km/h
T=26.54h

Hindenburg
T=D/V
T=1911.1km/135km/h
T=14.16h

Tesla
T=D/V
T=1911.1km/250km/h
T=7.64h

Train

T=D/V
T=1911.1km/431km/h
T=4.43h

Fighter Jet
T=D/V
T=1911.1km/2500km/h
T=.76h

Lamborgiuni
T=D/V
T=1911.1km/349km/h
T=5.3

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

4. What would like to see in this city when you arrive? What tourist attraction? What restaurant
would you like to visit in this city? Provide pictures
What is the basic history of this city?
-I would like to see disney world
-Thecapital grill
-Nick named "The Theme Park Capital of the World" which is used to describe Orlando, a city
situated in the U.S. state of Florida and a popular tourist destination. The city's theme parks
attracts over 51 million people annually.

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
Usain Bolt
T=D/V
T=1911.1km/(44.72km/h*.18)+44.72
T=36.25hrs

Model T Ford
T=D/V
T=1911.1km/(72km/h*.18)+72
T=22.5hrs

Hindenburg

T=D/V
T=1911.1km/(135km/h*.18)+135
T=12hrs

Tesla
T=D/V
T=1911.1km/(250km/h*.18)+250
T=6.5hrs

Train
T=D/V
T=1911.1km/(431km/h*.18)+431
T=3.8hrs

Fighter Jet
T=D/V
T=1911.1km/(2500km/h*.18)+2500
T=.6hrs

Lamborguini
T=D/V
T=1911.1km/(349km/h*.18)+349
T=4.6hrs

6. Use a math calculation to show how long it would take the F 35 Fighter Jet to get to
Sun
T=D/V
T= 9.26x 107 miles

1.2x 103 mph
T= 7.72 x 104 hours= 77,200.0/3216.7 days/365= 8.81 years

Saturn
T=D/V
T= 8.86 x 108 miles

1.2 x 103 Mph
T=7.4 x 105=740,000/24=30833.33/365=84.5 years

Neptune
T=D/V
T=2.7 x 109 miles

1.2 x 103 mph
T=2.25 x 106= 22,250,000hours/24=93750 Days/365=256.8 Years
(Use scientific notation)

QUIZ: 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:
GPE= Mgh
GPE= 7000 x 125 x 9.8 m/s2
GPE= 8575000

KE= .5mv2

8575000 = .5 (7000)V2

3500 3500

2450=v2

49.5= V

Hoth:
9.8m/s x 1.37 =13.426
GPE=MGH
GPE= 7000 x 125 x 13.426
GPE= 11747750 joules

Ke= .5mv2

11747750 = .5 (7000) V2

3500 3500

3356.5= V2

57.9= V

Earth
GPE = mgh

= use this answer for KE

KE = .5mv2 Use the GPE number here

_____ = V2 Square root
_____ = V
Hoth
9.8 m/s2 * 1.37 = _______
GPE = mgh (use new gravity)

KE = .5mv2 Use the GPE number here

_____ = V2
_____ = V

Data Table:

Planet
Velocity
Earth: 8,575,000 Joules
49.5= V

Hoth: 11,747,750 Joules
57.9= V

Graph: do this last

Conclusion:
The purpose of the lab is to…… The hypothesis was….. USE DATA FROM ABOVE
The purpose of this experiment was to identify the safety restrictions that must be taken when
building a roller coaster on the planet hoth. Since the gravity is different on hoth than on earth
we had to do math calculations to figure out the gravitational potential energy. My hypothesis
was that on the planet Hoth the roller coaster would be faster because is had the greatest
potential energy and would need more safety restraints. And I was correct, the greatest potential
energy on earth for this particular roller coaster was 8,575,000 Joules and had a velocity of
49.5. On planet Hoth the Greatest potential energy was 11,747,750 Joules and consist of a
velocity of 57.9. Since there is more potential energy on planet Hoth the restraints must be
made more secure than the ones on Earth. In conclusion, The planet Hoth has more potential
energy than Earth and the restrains on planet Hoth should be made more secure than f the
roller coaster was built on Earth.

Extra Problems:
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
GPE = (15m)(G)(3200kg)
800,000= 48000
800,000= 16.6G

G= 48192.8m/s2

2. The Tie Fighter Roller Coaster has a height of 150 m. on Planet Hoth. Hoth has a gravity of
5.2 m/s2. This roller coaster has a Potential Energy of 600,000 J. What is the mass of the Tie
Fighter?

GPE = mgh
600,000= (m) (5.2m/s2) (150)
600,000= 780m
M= 769.23

Hoth - Star Wars Planet
Gravity - 11.466 m/s2
Has a 17% greater gravity than Earth
One of the many Star Wars Planets

Naboo - Star Wars Planet
Inhabited by peaceful humans
Gravity: 17.836 m/s2

What factors affect Gravitational Potential Energy?
The formula for finding the Gravitational Potential Energy (GPE) is Mass✕Gravity✕Height, the
factors that would affect the GPE would be differents masses, gravities, and heights.
Why did the GPE change on the other planets?
The Gravitational Potential Energy (GPE) changed on the other planets because one of the
factors changed, which was the gravity factor. On the other planets, the gravity was either more
or less than the gravity on Earth, changing the Gravitational Potential Energy (GPE).
How does GPE relate to Chemical Potential Energy?
Gravitational Potential Energy (GPE) relates to Chemical Potential Energy because GPE is the
energy stored in an object as the result of its height, and CPE is released during a chemical
reaction. This means both Chemical Potential Energy and Gravitational Potential Energy
contain/store and release energy within the object.

The heavier an object and the higher it is above the ground, the more gravitational potential
energy it has.
The term potential energy was first used by a Scottish engineer and physicist named William
Rankine during the 19th century.
Energy stored within fossil fuels is called chemical potential energy.
Potential energy is called "potential" because although it is stored, it has the potential to be used
later.

An object keeps the same amount of kinetic energy unless it speeds up or slows down.
Kinetic energy can be calculated for any moving object as long as the objects' mass and speed
are known.
When an objects' mass doubles, its kinetic energy also doubles.
The faster an object moves, the more kinetic energy it has.



Acceleration Worksheet. Name: _________________________

Date: ______________

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 (v2)
and time (t).

EXAMPLES
1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the
skater’s acceleration?
Looking for
Acceleration of the skater
A= 10.0-2.0
A= 3.0

A=2.67

Solution
The acceleration of the skater is 2.7 meters per second per second.
Given
Beginning speed = 2.0 m/s
Final speed = 10.0 m/s
Change in time = 3 seconds

Relationship

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

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

A=85-45
4.5
A= 8.89

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.Skip
Time (seconds)
Speed (km/h)
0 (start)
0 (start)
2
3
4
6
6
9
8
12
10
15

Acceleration = ___________________________

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

T= D/V
T= 30.0/-4.0
T= 7.5m/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?

D=50x5.0
D=250mi/hr

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?

D=3.0x4.0
D=12mi/s

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

A= 60-25
A=35
A=35/5
A= 7

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?

A= 25-6
A=19
A=19/10
A=1.9

9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for 6.0 seconds. What
is the final speed of the motorcycle?

D= 25x6.0
D=150m/s

10. A car starting from rest accelerates at a rate of 8.0 m/s/s. What is its final speed at the
end of 4.0 seconds?

D=8.0x4.0
D=32m/s

11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s. What is the runner’s
acceleration?
D=6.0x10.0
D=60

12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the cyclist to reach a
speed of 18 m/s?

T=D/V
T=18x7.0
T=2.57

13. A skateboarder traveling at 7.0 meters per second rolls to a stop at the top of a ramp in
3.0 seconds. What is the skateboarder’s acceleration?

D=7.0x3.0
D=21m/s

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: Classroom to locker #902
3.75 m
3 sec
V= 3.75/3 = 1.3
Hopping: Locker 902 to Water Fountain
7.4 m
5 sec
V= 7.4/5 = 1.5
Skipping: Water fountain to end of the ramp
5m
5 sec
V= 5/5 = 1
Jogging (from end of ramp to top of ramp) - turn to left (where science post is located on the
wall)
11 m
3.2 sec
V= 11/3.2 = 3.4
Crawling: from poster to locker 1314
11 m
12 sec
V= 14/12 = 1.2
Cartwheeling: From locker 1314 to Heart Smart poster in front room 150
6m
6.5 sec
V= 6/6.5 = 0.9

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

Story:
It was a normal day at Oz Middle School, and period 7 was just ending, which meant Jillian’s
school day was ending. However, she needed to grab her weapons before going on the
dangerous adventures ahead. She walked cautiously from Scarecrow Lopez’s Science
classroom to her locker: #902. It was an approximate distance of 3.75 meters, and it took the
brave warrior 3 seconds (for evil scientific calculations: Velocity - 1.3 m/sec). Jillian’s next quest
was to hydrate at the drinking well, which was located at the center of Munchkin Village, before
braving a long journey to her classmate’s home. She hopped over her little friends for 5 seconds
until she made it to Dorothy’s house, which was 7.4 m away. Skipping, she then made her way

to the start of the Yellow Brick Road. Unfortunately, the flying monkeys blocked her way to a
wanted sign she wanted to observe. She jogged, dodging the monsters for 11 m in 3.2 seconds.
Jillian looked up at the poster to see her best friend’s name and a reward:

Jillian was absolutely shocked, but she had to focus on the quest. But it was not over, as
fireballs were being thrown at her by the Wicked Witch of the West. Jillian ducked under the
danger and made it to Dorothy’s home, locker #1314 (11 meters, 12 seconds). Her final quest
was to save Toto from a ditch and greet the Wizard of Oz: Mr. Runte. Ducking and swiveling,
Jillian reached out and scooped the furry black dog up, and gazed up at the Emerald Castle.
She was filled with happiness to see her leader. After that, everyone lived happily ever after.
THE END

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)
V= 3.75/3 = 1.3
Walking: Classroom to locker #902 3.75 m 3 sec V= 7.4/5 = 1.5

Hopping: Locker 902 to Water 7.4 m 5 sec
Fountain

Skipping: Water fountain to end of 5 m 5 sec V= 5/5 = 1
the ramp 3.2 sec V= 11/3.2 = 3.4

Jogging (from end of ramp to top 11 m 12 sec V= 14/12 = 1.2
of ramp) - turn to left (where 6.5 sec V= 6/6.5 = 0.9
science post is located on the wall)

Crawling: from poster to locker 11 m
1314

Cartwheeling: From locker 1314 to 6m
Heart Smart poster in front room
150

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

Story:
It was a normal day at Oz Middle School, and period 7 was just ending, which meant

Jillian’s school day was ending. However, she needed to grab her weapons before going on the

dangerous adventures ahead. She walked cautiously from Scarecrow Lopez’s Science
classroom to her locker: #902. It was an approximate distance of 3.75 meters, and it took the
brave warrior 3 seconds (for evil scientific calculations: Velocity - 1.3 m/sec). Jillian’s next quest
was to hydrate at the drinking well, which was located at the center of Munchkin Village, before
braving a long journey to her classmate’s home. She hopped over her little friends for 5 seconds
until she made it to Dorothy’s house, which was 7.4 m away. Skipping, she then made her way
to the start of the Yellow Brick Road. Unfortunately, the flying monkeys blocked her way to a
wanted sign she wanted to observe. She jogged, dodging the monsters for 11 m in 3.2 seconds.
Jillian looked up at the poster to see her best friend’s name and a reward:

Jillian was absolutely shocked, but she had to focus on the quest. But it was not over, as
fireballs were being thrown at her by the Wicked Witch of the West. Jillian ducked under the
danger and made it to Dorothy’s home, locker #1314 (11 meters, 12 seconds). Her final quest
was to save Toto from a ditch and greet the Wizard of Oz: Mr. Runte. Ducking and swiveling,
Jillian reached out and scooped the furry black dog up, and gazed up at the Emerald Castle.
She was filled with happiness to see her leader. After that, everyone lived happily ever after.

THE END

The law of conservation of mass is an isolated system defined by a boundary that
matter and energy cannot cross. Inside mass can neither be created nor destroyed.

Chemical reactions:

Synthesis: Na1 + OH-1 NaOH

Single Replacement: __Ca + __NaN03 __Na + __Ca(NO3)2
CO2 + _2_H2O
Synthesis: K+ + __N+3 K3N

Combustion: CH4 + _2_O2

Cookie Monster Co. shows our love of cookies. It has been a worldwide phenomenon,
and has been highly praised for many years. Cookie Monster Co. is a famous little cookie store,
that hopes to someday spread into a worldwide chain.

1_ Ag + _1_NaOH _1_AgOH + _1_Na

ilver Hydroxide (AgOH)
Ag (1)= 108/125= 86.4%
O (1)= 16/125= 12.8%
H (1)= 1/125= 0.8%1

Our very special Silver Hydroxide is used to coat our baking pans. Allowing for a slick,
shiny look to the pan. This gives us an advantage in speed. The silver allows for a slick, non
stick surface, that allows the cookies to slide right off with no mess.

Coating the pan in between every batch will allow for quick and easy baking. The Silver
Hydroxide also gives the cookies a distinct flavor, that has been craved by our customers for
many years.

LAW OF CONSERVATION OF MASS
Reaction 1
REACTANTS

__2__ NaHCO3 → __1__Na2CO3 + __1___ H2O + __1___ CO2
Observations:
Determine the Weight (AMU) of the reactants and the products
DECOMPOSITION

Reaction 2

___ Mg + ____ O2 → _____ MgO
Observations:
Determine the Weight (AMU) of the reactants and the products

SYNTHESIS

Reaction 3

____ CH3CH2OH + ____ O2 → ____ CO2 + ____ H2O heat
Observations:
Determine the Weight (AMU) of the reactants and the products

COMBUSTION

Reaction 4

___ Na2CO3 + ___ CaCl2 → ___CaCO3 + __2__ NaCl
Observations:
Determine the Weight (AMU) of the reactants and the products

DOUBLE REPLACEMENT

Reaction 5
___ Cu + __2__ AgNO3 → __2__ Ag + ___ Cu(NO3)2
Observations:
Determine the Weight (AMU) of the reactants and the products

SINGLE REPLACEMENT

Reaction 6

___ Fe + ___ S → ___ FeS
Observations:
Determine the Weight (AMU) of the reactants and the products

QUIZ: Classifying Matter

Directions: Identify the following as either a Heterogeneous Mixture, Homogeneous

Mixture, Element or Compound. Write the following letters in Column B for your choices:

Heterogeneous

Homogeneous

Element

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 (Oxygen, nitrogen, carbon monoxide…)

d

K2SO4

d

Twix, snickers, pretzels, popcorn in a bag

a

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

graphs.

Mixture A Mass (g) %

Large Rocks

125

51.9

Small Rocks Mass (g) %
75
31.1
Coarse Sand
32
13.3
Iron
9
3.7
Mixture B
Large Rocks
205
52.7
Small Rocks
58
14.9
Coarse Sand
97
24.9
Iron
29
7.5

Calculation Examples (Provide 2 Examples showing how you determined the Mass %)
Large Rocks
125/241 * x/100
241x = 12500
12500/241
X = 51.9

Iron
29/389 * x/100
319x = 2900
2900/389
X = 7.5

Graphs:
Mixture A