Final Product: Portfolio Martin Roberg

6/4/2019 Final Product: Portfolio - Google Docs

AMA=2.33

IMA=Effort Distance From Fulcrum/Resistance Distance From
Fulcrum
IMA=6.3 m/5.8 m
IMA=1.09

AMA=Resistance Force (Weight of Object)/Effort Force
AMA=45 N/57.7 N
AMA=0.78

Efficiency=AMA/IMA
Efficiency=0.78/1.09
Efficiency=0.72
The Simple Machine is 72% efficient

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 301/310

6/4/2019 Final Product: Portfolio - Google Docs

10 & 11 Find out the IMA and tell how much the force is on each
rope

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 302/310

6/4/2019 Final Product: Portfolio - Google Docs

Total Number of Ropes:5
50/5=10
Each Rope supports 10 Newtons
IMA=5

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 303/310

6/4/2019 Final Product: Portfolio - Google Docs

Total Number of Ropes:4 304/310
40/4=10
Each rope supports 10 Newtons
IMA=5

Total Number of Ropes: 1
30/1=1
The Rope Supports 30 N
IMA=1

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit

6/4/2019 Final Product: Portfolio - Google Docs

IMA=6 cm/1.5 cm
IMA=4

IMA=13 cm/3 cm 305/310
IMA=4.333

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit

6/4/2019 Final Product: Portfolio - Google Docs

***9. Group: Video 1 Trial of the Lab

Video must demonstrate the experiment and the calculations

* Attach link to video here

https://drive.google.com/file/d/1NxEnJan1tAcdweQYu9olKSSmEue7hRPO/v

iew?usp=sharing

10. Describe the Pulley Experiment
Questions:

1. What were the 4 types of pulleys that you constructed?
The four types of pulleys that we constructed were:
A one wheel pulley with the wheel at the top
A two wheel pulley where both of the wheels were at the top
A two wheel pulley where one of the wheels was at the top and the other wheel was at the
bottom
A four wheel pulley where two of the wheels were at the top, and the other two were at the
bottom

2. Describe how the pulleys were similar to the inclined planes
Pulleys and inclined planes are similar as both are simple machines that makes the
energy (Newtons) that you have to exert to bring an object up to the top of something less,
with a trade off of the distance that you have to go to bring it to the top increasing.

3. Where are pulleys used in real life?
Pulleys are used in real life in many places as a convenience. An example of this is an
elevator. Elevators are operated by one giant pulley that brings the elevator shaft up and
down the floors.

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 306/310

6/4/2019 Final Product: Portfolio - Google Docs

Science Portfolio Reflection

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

Throughout the year, my favorite topic that we touched on this year was velocity and
acceleration. I enjoyed this unit because out of all of the things that we learned it had the
most variables that could make problems unique (i.e. speed, distance, time, object
moving, and how many could be turned into an interesting word problem) and how none
of the formulas were at all complicated, making them easy to memorize. Another reason
that I enjoyed learning this topic was because of the project. I feel like the Velocity
Project had the most amount of work that you could make unique to things your
interested in. With a high amount of customization to what exactly you were researching,
I feel like I was able to do my best work of the year, which of course made learning about
the topic even more enjoyable.

2. Which topic or skill did you find to be the most challenging? Explain

The topic that I found the most challenging throughout this year was inclined planes.
While I do believe that I have figured it out and will get a good grade on the test in the
coming weeks, this topic, specifically the project has thrown me for more loops than any
other. For starters, with the experiment, due to not having a complete understanding of
input and output distance at the time, the data ended up being inaccurate, and due to me
being absent on the second day of experiments I didn’t get a chance to fix the mistakes
that we made while conducting the experiment. However, by finding an online simulator I
was able to get accurate data for the experiment to put into the project. In addition,
learning how to edit a video and add visuals needed has been one of the hardest things
of the year to figure out. Lastly, while I do have the formulas memorized now,
memorizing the formulas for the IMA AMA and Efficiency did take longer to memorize
than almost anything, which of course made getting the work done quickly and
accurately harder to accomplish.

3. Provide an example of 3 types of graphs that were used this year in science? Why did it
make sense to use these graphs for those activities?

Throughout the year, we used three different types of graphs. These graphs were the pie
chart, the bar graph, and the line graph. The pie chart was used mostly in the first half of
the year for percentages of mixtures. It made sense to use a pie chart when working with
mixtures because it effectively showed how much of each item or chemical was in the
mixture. The line graph was used mostly during the velocity unit, while popping in
during isotopes as well. For both velocity and isotopes, the line graph was used to show
the rate that something increased or decreased. This made sense to use as it showed
both changes in rates and a consistent rate more effectively than either a pie or bar
graph could. The last graph that we used, the bar graph, was mostly used to show
comparisons in data that didn’t fit with a pie graph. It’s biggest use came in the velocity
project, when it came to comparing the rates that the objects were going from Las Vegas
to Madrid. It made sense to use this over a pie chart because these numbers didn’t have

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 307/310

6/4/2019 Final Product: Portfolio - Google Docs

anything to do with a percentage as it was the time that it took to get from point a to
point b. It made sense not to use a line chart because it was showing a comparison
between the objects, not aa correlation.

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

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

The lab conclusion that I am most proud of was the atomic radius conclusion in the
atomic structure project.

Conclusion:
Atoms are molecules that are made up of the nucleus, of which is filled with protons and
neutrons, and the surrounding electrons. On the periodic table, there is a clear correlation
between the atomic radius and the periodic table. This correlation can be found within the
periods and the families on the periodic table. Both left to right and top to bottom show clear
correlations, correlations that are very different from each other.

By increasing its number of electrons, the size of the atom going left to right shrinks,
lowering the atomic radius of the atom as well. The two main contributing factors to the atomic
radius are the total amount of rings that the atom has, and the number of electrons that occupy
them. Both of these numbers can be found directly within the periodic table quickly and easily.
For example, Lithium is in the first element in the Alkali Family, which gives it an atomic number
of three on the periodic table. Because it’s the first in its family, it also lies in the first period
which all only have a total of two rings. Like every element besides Hydrogen, it’s the first ring is
completely filled with electrons. With the number of electrons that can go into the first ring being
two, this leaves one electron to go into the second ring. The second ring can hold 8 electrons,
but with Lithium is only holding 1. This leaves it with a high atomic radius because, with just a
single electron, the proton isn’t pulling it too close. As you go down the column, the number of
electrons increases and at the same time the atomic radius decreases. At the end of the first
period, is the element Fluorine, which has an atomic number of ten. With one ring that holds
two electrons and a second ring that holds 8 electrons, this takes up all 10 of the available
electrons for fluorines two rings. Because of this, the atom is far smaller than lithium, as the
protons are trying to keep the electrons, which shrinks the atom in on itself. This is the case in
all periods. In the second period, Sodium is the first element. To compensate with the number of
electrons in the atom being greater than ten, the limit for a two ring atom, every element in this
period has three rings. Like Lithium, the charge of Sodium only takes up one of the spots for the
electrons, meaning that it has the highest atomic radius of the entire second period. In addition,
despite also being in the Alkali family, Sodium has a greater atomic radius than Lithium, with
Sodium having an atomic radius of 186 and Lithium having an atomic radius of 152. This is due

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 308/310

6/4/2019 Final Product: Portfolio - Google Docs

to Sodium having one more ring than Lithium, meaning that it can attract more electrons without
shrinking as much as the first period. However, even with fewer rings than the second period,
only Sodium and Beryllium have larger atomic radii than Lithium. Just like flouride, due to it
having all of the possible slots for electrons, 18, it is the smallest element in its period, but still
bigger than a few elements in the first column such as flourine. These elements get bigger due
to the ionization energy, the amount of energy required to remove an electron. The electrons
are kept in place because of the nucleus of the atom. With the protons being positive and the
electrons being negative, they attract to each other. As you go further and further to the right,
the amount of energy needed to remove an electron from the atom increases. An example of
this is with Lithium and Neon. Lithium has 3 electrons, 2 in its innermost shell and one in its
outer. Due to their only being one electron in the outer shell, it's pull to the nucleus is weak,
therefore causing the large atomic radius. With the weak pull, it is easier to take away the
electron. In the graph, you can see how the ionization energy gained actually lowers as you go
to the right on the periodic table. Lithium’s ionization energy is 520, with the next element in its
family, Beryllium having ionization energy of 899. The difference between the two is +379. The
gain from the first two elements in the next group, however, is only 242, with Sodium having an
ionization energy of 496, and Magnesium having an ionization energy of 738. As you continue
going further and further down the periodic table, the gain between the two elements will
continue to drop. This is because as the amount of electrons increases and the atomic radius
decreases, the nucleus becomes more effective at holding the electrons in place. Unlike going
left to right, as you go up to down the atom’s get bigger and bigger, with its ionization energy
getting smaller and smaller.

When you go down the column’s, the atoms gain more and more rings, and by
increasing the total amount of rings, the size of the atoms increases. When going down the
columns, the charge is constant which means that the total amount of electrons occupying the
final ring is the same, no matter how many rings it has. With more rings, the atomic radius
logically increases. With the protons and electrons shrinking down the atom with a greater total
of atoms in the final ring making it smaller, but when more rings are added the size increases.
With the Alkali family, every element in the column from Lithium, to Sodium, have a charge of
+1. Lithium has a total of two rings, which makes it the smallest of its family despite being the
largest of its period. This isn’t a constant trend due to Lithium being the only element that
follows this rule. With the most rings and the least electrons occupying its outer ring, Sodium
ends up having the largest atom size, as well as the largest atomic radius out of all of the
atoms. Similarly, Magnesium is the second largest atom in its period but is the smallest in its
family while the element below it, calcium, ends up being larger. Another difference from left to
right, to up and down is the ionization energy. As you go down the family, the amount of
ionization energy decreases. This is due to the number of shells increasing. With the number of
shells increasing, the nucleus becomes less and less effective at keeping electrons, due to
them being farther and farther away. This trend shows the correlation that the larger the atom
is, the lower the ionization energy is. For example, the Alkali family all have one valence

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 309/310

6/4/2019 Final Product: Portfolio - Google Docs

electron. As the number of rings increases the nucleus is less effective at keeping the electron.
Overall, going left to right versus up and down shows different trends from each other.

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

Overall, I am excited that I will likely learn about biology next year. Going into a new
class each year, I tend to try to avoid thinking about what I want to learn most because at
times it can make it harder to want to work on something, considering that you know
that something that you would rather do is coming up. For the most part, I still haven’t
thought too hard about a future career (considering how limited freshman options are,
choosing a future career isn’t much of a necessity until next year) but with the limited
thinking that I have done, science is still certainly in the consideration for something that
I like to do. If I was to have a career in science, it would most likely involve evolution.
After 8 years of learning about Science, evolution has been something that I have
wanted to learn more about for some time. Right around this time last year, we started
animal evolution in 7th grade science and I researched Elephants. During the research, I
learned many interesting things about so many species and even found myself making
inferences of why certain mutations happened (i.e. The first known Elephant with a tail
being dated back around the time that the first fly dates back to, and the tail serving as a
fly swatter for elephants).

https://docs.google.com/document/d/1HkEv9wIfqdA1ukjpObgog76L-WDG56qHqhEnq8YyUFY/edit 310/310