Haoyang Gao (Class of 2022) - Blue Science Portfolio

Blue Science Portfolio

Directions: Y​ ou have been asked to create a digital science portfolio that represent your growth
towards specific skills throughout the year. The portfolio will showcase your lab reports,
assessments and presentations that you will complete in science class. You will be expected to
edit and revise the additions to the portfolio throughout year. The final project will be submitted
to h​ ttp://anyflip.com/​ in June.

Topic List

Scientific Method
1. Scientific Discoveries Presentation
2. QUIZ: Scientific Method
3. Reflection
4. Science Articles: Cassini Spacecraft

QUIZ: Motion

Name: ​Hao Gao Date:​ 3/2/18

Formulas:

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

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

A = (v2 - v1)/t2

A = (89 m/s - 0 m/s)/14s

A = 89m/s/14s

A = 22.25m/s2

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

V2 = v1+(a*t)

V2 = 0m/s +(18m/s2 * 5sec)

V2 = 0m/s + 90 m/s

V2 = 90m/s

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

T = (v2 - v1)/a

T = (49 m/s - 0m/s)/16m/s2

T = 49 m/s/16m/s2

T = 3.0625 seconds

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

D = v*t

D = 3.0 x 108​ ​ m/s* 2.3 seconds

D = 6.9 x 10​8 ​m/s

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

for the third time this week. She must get from one side of the school to the other by hurrying
down three different hallways. She runs down the first hallway, a distance of 65.0 m, at a
speed of 5.2 m/s. The second hallway is filled with students, and she covers its 32.0 m length
at an average speed of 1.46 m/s. The final hallway is empty, and Suzette sprints its 60.0 m
length at a speed of 7.3 m/s.

a. Does Suzette make it to class on time or does she get detention for being late again?
T = d/v
T = 65m/5.2m/s
T = 12.5 seconds

T = d/v
T = 32m/1.46m/s
T = 21.9 seconds

T = d/v
T = 60m/7.3m/s
T = 8.2 seconds

Total = 12.5+21.9+8.2= 42.6 seconds

Suzette gets to class on time.
5. The tortoise and the hare are in a road race to defend the honor of their breed. The tortoise

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

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

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

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

Height of

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

A = (v2-v1)/t2

A=
(20m/s-10m/s)/5s

50 m = 14 100 m 5 sec. 20m/s A = 10m/s/5s
degrees 100 m 10 sec. 10 m/s A = 2m/s​2

A = (v2-v1)/t2

100 m = 100 m 5 sec. 20m/s 100 m 2 sec. 50m/s A=
30 (50m/s-20m/s)/2s

degrees A = 30m/s/2s

A = 15m/s​2

Graph:

Conclusion:

In conclusion, the 30 degrees ramp has a faster acceleration because the formula is A=(v2-v1)/t2
and for the 14 degrees ramp, it has and acceleration of 2m/s2​ ​ while the 30 degrees ramp has and
acceleration of 15m/s2​ ​ which is way faster than the other ramp.

EXTRA CREDIT:

Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is 3.0 ×​
10​8​ m/s. In k​ ilometers​, how far is the earth from the star?

Answer must be in scientific notation Name:
Date: ______________
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

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 = -0.75 m/s2

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 = (v2 - v1)/t2

A = (45 m/s - 85 m/s) /4.5 sec

A = -40 m/s/4.5 sec

A = -8.89 m/s2

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)
2 3

6
9
8

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 = (v2 - v1)/A
T = (0 m/s - 30 m/s)/-4 m/s2
t = -30 m/s/-4m/s2
t = 7.5 seconds

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?

A = (v2 - v1)/t2
A = (60 mi/hr - 0 mi/hr)/8 sec
A = 60 mi/hr/8 sec
A = 7.5 mi/hr2

V2 = V1 + (A*T)
v2 = 50 mi/hr + (7.5mi/hr2 * 5sec)
v2 = 50 mi/hr + 1.5mi/hr
v2 = 51.5 mi/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?

v2 = v1 + (a*t)
v2 = 10m/s + (4m/s2*5sec)
v2 = 10m/s + 20m/s
v2 = 30m/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 = (v2 - v1)/t2
A = (60m/s - 25m/s)/5sec
A = 35 m/s/5sec
A = 7m/s2

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 = (v2 - v1)/t2
A = (6mi/hr-25mi/hr)/10sec
A = -19mi/hr/10sec
A = -1.9mi/hr2

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?

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?

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

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?

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?

Name: Date: A = V2 - V1
________________ ______
______________ ______
______
____

T2

Hypothsis: The higher the angle of the ramp the faster the car will go. The lower the

angle the slower the cars speed will go

Independent Angle
Variable: Speed
of the
Dependent Car
Variable:
Dist. 1 Velocit Velocit Acceleration
Write Units --> 60 cm Time 1 y 1 Dist. 2 Time 2 y 2
60 cm 0.36 0.19 A = v2 - v1/t2
Trial 60 cm sec 60 cm sec
angle 1 = 24 60 cm 0.37 0.22
degrees sec 60 cm sec
0.33 0.23
angle 1 = sec 60 cm sec
0.35 171.42 0.21 285.71
angle 1 = sec cm/s 60 cm sec cm/s

avg.

angle 2 = 14 60 cm 0.53 60 cm 0.24 240
degrees 60 cm sec sec cm/s
60 cm 0.49 60 cm 0.24
angle 2 60 cm sec sec
0.53 60 cm 0.26
angle 2 sec 115.38 sec
0.52 cm/s 60 cm 0.25
avg. sec sec

angle 3 = 6 60 cm 1.72 9.97 60 cm 0.84 76.92
degrees 60 cm sec cm/s 60 cm sec cm/s
60 cm 2.80 60 cm 0.65
angle 3 60 cm sec 60 cm sec
1.50 0.86
angle 3 sec sec
2.01 0.78
avg. sec sec

Name
Class
Teacher
Date

Investigation Title:

I. Investigation Design
A. Problem Statement:

To find and determine the specific heat.

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

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

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

copper aluminum zinc tin

D. Dependent Variable:y
Specific Heat

The specific heat of tin, aluminum and copper were able to determined with significant
accuracy.

E. Constants:

metal The cups The time metal is in boiling
water

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

water

G. Materials: (List with numbers)

1. A coffee cup
2. Thermometer
3. Metals
4. Water
5. A hot plate
6. Triple beam balance
7. Something to measure the water with
8. A timer

H. Procedures: (List with numbers and details)
1. Gather materials
2. Measure mass of metal on triple beam balance to nearest tenth of gram and record.
3. Fill Calorimeter Cup (Foam coffee cup) with exactly 100 grams of water.
4. Record temperature of water in calorimeter cup to nearest tenth of degree Celsius
5. Fill glass beaker halfway with hot water and submerge metal in beaker.
6. Leave metal in hot water until the temperature stops rising.
7. Record the hot water temperature after temperature stops rising. - M​ etal Initial Temp​.
8. Use tool to remove metal from hot water and carefully place into calorimeter cup and
close lid with thermometer placed in spout.
9. Record Final Temperature for Metal and Water after the water temperature stops rising.
10. Perform the calculations using the examples discussed class - Record Specific Heat for
the metal.

A. Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
Heat = 100g(25.1-23.7C)1cal/gC
Heat = 100g(1.4C)1cal/gC
Heat = 140 calories
B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal
Heat = 29.3g(75-25.1C)0.0958cal/gC
Heat = 29.3g(49.9C)0.0958cal/gC
Heat = 140 calories
II. Data Collection

A. Qualitative Observations: (Describe the metals using characteristics)
The metal that was used is Zinc.

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

SH Metal real SH metal

zinc 0.0958 0.093
copper
0.11 0.092

2. Graph - Metal and Specific Heat
*Compare your results to Periodic Table (Think about this graph)

3. Calculations - Show examples of how you solved for specific heat (2 or 3 examples)

III. Data Analysis/Conclusions
Purpose
Hypothesis correct?
Data to support your hypothesis

IV. Research
1. How does Specific Heat relate to a real life application?
(Land/Sea Breezes, Cooking, Mercury in Thermometers?, Water in engines, think of others…)
2. Include 2 sources for evidence

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 - thermal Insulator - heat Calorie - ​either of
transfer of thermal energy flows slowly
energy by collision two units of heat
between particles in
matter. energy.

Convection - the Temperature - the Second Law of Turbine - ​a machine 
transfer of thermal of and object is a
energy in a fluid the measure of the Thermodynamics - for producing 
movement of average kinetic
warmer and cooler energy of the the branch of physical  continuous power in 
fluid from place to particles that make which a wheel or 
place up the object science that deals 
rotor, typically fitted 
with the relations 
with vanes, is made to 
between heat and 
other forms of energy  revolve by a 
(such as mechanical,  fast-moving flow of 
electrical, or chemical  water, steam, gas, air, 
or other fluid.
energy), and, by 

extension, of the 

relationships between 

all forms of energy.

Radiation - transfer Heat Engine - a​   Specific Heat - t​ he  Generator - ​a thing 
of energy by
electromagnetic device for producing  heat required to raise  that generates 
waves. motive power from  the temperature of 
heat, such as a  the unit mass of a  something, in 
gasoline engine or  given substance by a 
steam engine. given amount  particular.

First Law of Conductor - ​ A  Kinetic Energy -
Thermodynamics - material through  energy that a body 
internal energy, possesses by virtue 
heat, and system which electric  of being in motion.
work
current can pass

2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.
*How are they different?

● Solid - the molecules aren't moving
● Liquid - the molecules are moving a little but not too much

● Gas - the molecules are moving very fast
3. Discuss the energy needed to change a 15 gram ice cube into steam. Use a
graph and one calculation from our unit on Phase Changes.

Heat = m * Heat of Fusion
Heat = 15g * 80cal/g
Heat = 1200 cal

Heat = m * Change in Temperature (100-0) * SH of Water (1 cal/gC)
Heat = 15g * 100C * 1cal/gC
Heat = 1500 cal

Heat = m * Heat of Vaporization
Heat = 15g * 540cal/g
Heat = 8100cal

Total = 1200 cal + 1500 cal + 8100 cal
Total = 10800 cal

4. What is the difference between Heat and Temperature?
Provide a definition, picture and video link to help you review.
Definitions: ​the quality of being hot; high temperature.
Heat
Temperature

Picture:

Video:

5. Construct a graph showing the average monthly temperatures in Hartford, CT.,
a city on the equator and a city in the Southern Hemisphere.
Questions:

1. What do you notice about the temperatures?
2. How is heat transferred throughout the Earth?

6. How is Steam used to create electricity in Power Plants? Pick 2
A. Coal Plant
B. Natural Gas Plant
C. Nuclear Plant
D. Where did Fossil Fuels originate?
E. What is the difference between Renewable and NonRenewable forms of energy?

Part II - Water, Orange Juice and Vegetable Oil
Write a reflection about this lab

Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
2. Which substance showed the greatest temperature change? Least? Use data
3. How does Average Kinetic Energy relate to this experiment?
5. Why is water a great substance to put into a car engine radiator?

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

Critical Thinking - Choose 1​ out of 3 ​to research
Provide pictures
1. How did NASA protect the astronauts in their space vehicles from the harmful
radiation from space?
2. How is your home insulated? Research the “R” value system for insulation.
3. How does the atmosphere act as an insulator?

8. 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

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

1. https://www.youtube.com/watch?v=4RkDJDDnIss
2. https://www.youtube.com/watch?v=2uHQLZ3gJAc
3. https://www.youtube.com/watch?v=tU-7gQ1vtWo

DIRECTIONS:​ Heat​ = mass * change in temperature * Specific Heat

1. A 15.75-g piece of iron absorbs 1086.75 joules of heat energy, and its temperature changes from
25°C to 175°C. Calculate the specific heat capacity of iron.

Heat​ = mass * change in temperature * Specific Heat

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

Heat​ = mass * change in temperature * Specific Heat

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

QUIZ:​ Isotopes

Name: Hao Now Brown Cow Date: 2/6/18

Directions​ construct a graph that will help you determine the age of fossils.

​Isotope A Percent Isotope
Years

0 100

5730 50

11,460 25

17,190 12.5

22,920 6.25

28,650 3.125

34,380 1.06

40,110 .5

45,840 .25

51,570 .125

57,300 0

Hint: Remember to add gridlines

Graph: ​(place graph here)

Questions: (Use your graph above to answer the questions below)
1. How old is the following fossil?
Fossil A - 73% of Isotope A remaining

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

15000 years old
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
94%
Average Atomic Mass Calculations

1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969
amu) and 24.47 percent 37Cl (mass = 36.966 amu). Calculate the average atomic mass
of chlorine.

35Cl = 34.969 * 0.7553 = 26.4120857
37Cl = 36.966 * 0.2447 = 9.0455802
Average = 35.4576659 amu

2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses and
relative abundances of 27.9769 amu (92.2297%), 28.9765 amu (4.6832%) and 29.9738
amu (3.0872%).

92.2297 * 0.279769 = 25.8030109393
4.6832 * 0.289765 = 1.35702745
3.0872 * 0.299738 = 0.925351154
Average = 25.8030109393 + 1.35702745 + 0.925351154 = 28.0853895 amu

Writing:
Use one of the examples above to discuss how you determine the number of neutrons for each
isotope. You also need to discuss how the %abundance contributed to the Average Atomic
Mass of the element. (HINT: Think of the M&M Lab!)

In conclusion, in order to find the age of a fossil is to first collect data and then create a
graph about the percentage of isotope and the years. You could also use the graph to find the
percent of isotopes in a fossil. You can calculate the average atomic mass by multiplying the
mass by 100 and adding them up, which will be your average atomic mass. For example, 35Cl
that is put in pools is 75.53 percent which is the mass of 34.969 amu, and the amount of 37Cl
put in pools is 24.47 percent which is the mass of 36.966 amu. You need to multiply the mass
by the percent into decimal and then you add up to the average amu. So the average mass is
35.4576659 amu.

Activity:​ D​ etermine which fossil is older

Directions: Watch videos, take notes and construct the graphs below using
your spreadsheet.

Film:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=0913F60FB719
BC5912690913F60FB719BC591269&&FORM=VDRVRV

Film #2:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=33AAFAE1F005
C0E7E25833AAFAE1F005C0E7E258&&FORM=VDRVRV

Take notes:

Isotope #1 100
0 50
25
2300 12.5
4600 6.25
6900 3.125
9200 1.06
11,500 .5
13,800 .25
16,100 .125
18,400 0
20,700
23,000

Isotope #2 100
0 50
25
1500 12.5
3000
4500

6000 6.25
7500 3.125
9000 1.06
10,500
12,000 .5
13,500 .25
15,000 .125
0
Graphs:

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

Fossil B
35% of Montanosaurus remaining

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 7​ 000 kg.​ You will need to compare the needs for safety on Earth to
the needs on Hoth. Explain your reasoning for the changes on Hoth.

Hoth:​

Directions:​ Provide a data table showing the comparisons between the Millenium Falcon Roller
Coaster on Earth and Hoth. Describe the types of restraints that you would need on the faster
coaster.

Calculations:

Earth Hoth

GPE = KE G = 9.8*0.37
m*g*h = 0.5mv​2
G = 3.63+9.8
G = 13.43 m/s​2

7000kg*9.8m/s2​ *​ 125m = 0.5*7000kg*v2​ GPE = KE
8575000 J = 3500 v​2
2450 = v​2 m*g*h = 0.5mv2​
V = 49.49 m/s2​ 7000kg*13.43m/s2​ ​*125m = 0.5*7000kg*v2​
115162250 J = 3500 v2​
32903.5 = v​2
V = 181.39 m/s​2

Data Table: Planet Velocity

Earth 49.49 m/s2​
Hoth 181.39 m/s​2

Graph: do this last

Conclusion:
The purpose of the lab is to…… The hypothesis was….. USE DATA FROM ABOVE
In conclusion, the purpose of this lab is to find out what the velocity will be at the end of
the roller coaster. At the end, The Falcon on Earth is going 49.49 m/s​2​ while on Hoth, it is
going 181.39 m/s​2​ which is more than 3 times as fast. The hypothesis was the roller
coaster is going to be faster on Hoth than on Earth. The hypothesis is correct because
The Falcon is going much faster on Hoth than on Earth.

Extra Problems:
1. The Millenium Falcon Roller Coaster has a mass of 3​ 200 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/mh

800000 J/3200kg*15m
800000 J/48000
16.67 m/s2​ ​ = G

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
600000 J = m*5.2m/s2​ ​*150m
600000 J = m*780
769.23 kg = m

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, then the mechanical advantage will decrease.

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

Possible machine Impossible Machine

Din = 2 m Din = 4 m

Fin = 10 N Fin = 10 N
Win = 20 J Win = 40 J

Dout = 6 m Dout = 10 m
Fout = 2 N Fout = 5 N
Wout = 12 J Wout = 50 J

A = 19 degrees A = 24 degrees

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

Calculations ​(Examples):

IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
IMA = 2m/6m AMA = 2N/10N Eff = 12/20*100
IMA = 0.33m AMA = 0.2N Eff = 60%

IMA = Din/Dout AMA = Fout/Fin Efficiency = Wout/Win * 100
IMA = 4m/10m AMA = 5N/10N Eff = 50/40*100
IMA = 0.4m AMA = 0.5N Eff = 125%

Data Table: ​(Located on Google Classroom)

Trial Output Output Input Input Input IMA AMA Efficiency
Force (N) Output Work Force Dist. Work
Dist. (m) (J)

Angle =

2N19 6m 12J 10N 2m 20J 0.33m 0.2N 60%

degrees

Angle =

24 5N 10m 50J 10N 4m 40J 0.4m 0.5N 125%
degrees

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?

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

the Law of Conservation of Energy (Support with research - Use
Explore Tool research - INLINE CITATIONS )1
5. Use this source to explain the relationship of this machine to
Newton’s First Law of Motion.

Conclusion at the bottom

1 "Introduction to mechanical advantage (video) | Khan Academy."
https://www.khanacademy.org/science/physics/work-and-energy/mechanical-advantage/v/introduction-to-
mechanical-advantage​. Accessed 9 Apr. 2018.

Lab Rubric - Data Analysis Sections

1 234

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

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

In conclusion, the purpose of this lab is to find out if the mechanical
advantage will decrease if the angle increases. My hypothesis was
incorrect because the impossible machine had an angle of 24 degrees and
and IMA of 0.4m while the possible machine had an angle of 19 degrees
and and IMA of 0.33m. So when the angle decreases, the IMA will also
decrease. What made the impossible machine impossible is because of its
efficiency. The efficiency is over 100% (125%) which causes the machine
to be impossible. While the machine that is possible is only 60%.

QUIZ: Inclined Plane

QUIZ: T​ HURSDAY

Directions: A​ nalyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:

How does the angle of an inclined plane affect the Mechanical
Advantage? Is there a machine that is impossible? Explain using
data.

Hypothesis: ​(Use proper form!)

If the angle decreases then the mechanical advantage will decrease too.

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

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

Calculations ​(Examples):

IMA AMA Efficiency

IMA AMA Efficiency

Data Table:

Link:

https://docs.google.com/spreadsheets/d/1xleZY6wDjnYV4to26sP-PMk

yGpLQM6bERhfS8owi1Oc/edit#gid=1590054886

Graph:​ ​(Angle and Mechanical Advantage)

Conclusion:

Option #1 Write a Conclusion.

***Your conclusion must also address which machine would be impossible

and why?

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

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

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

Lab Rubric - Data Analysis Sections

1 234

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

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

the data discussed.

7. Solubility Graph Practice:
Directions: ​Construct a solubility graph that contains 5 substances from
the chart. (Temperature on X-axis and Solubility on 7-axis)

Salt Solubility Data*

Salt Name Chemical Tempe

Formula rature

(○​ C​ )

0 10 20 30 40 50 60 70 80 90 100

Ammonium NH4​ Cl 29.4 33. 37.2 45.8 55.2 65.6 77.3
Chloride 3

Potassium KNO​3 13.9 21. 31.6 45.3 61.4 83.5 106.
Nitrate 2 0

Sodium NaNO3​ 73 87.6 102 122 148 180
Nitrate

Barium Ba(OH)2​ 1.67 3.89 8.22 20.9 101.
Hydroxide 44

Potassium KCl 28.1 31. 34.2 40.0 45.8 51.3 56.3
Chloride 2

Lithium LiCl 69.2 83.5 89.8 98.4 112 128
Chloride

Potassium K​2S​ O​4 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19. 21.4 22.9 24.1
Sulfate 8

Sodium NaCl 35.7 35. 36.0 36.2 36.5 36.8 37.3 37. 38.1 38.6 39.2
Chloride 8 6

Copper (II) CuSO​4 14.3 17. 20.7 24.2 28.7 33.8 40.0 47. 56.0 67.5 80.0
4 0
Sulfate
(A​ nhydrous​)

Potassium KI 128 144 162 176 192 206
Iodide

*​ Solubility values are given in grams of salt per 100 grams of water

CREATE GRAP HERE WITH 5 Compounds using different colors for each line. Fill in

the missing solubilities if needed on the chart.

Critical Thinking Questions:

1. How does the solubility of NaCl vary with the temperature of the water? ​Explain using
your data and your graph.

2. What generalization can you make about the relationship between solubility and

temperature? ​Provide Evidence (Data)

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

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

Barium Hydroxide
Potassium Chloride
Lithium Chloride
Potassium Sulfate

Sodium Chloride
Copper (II) Sulfate (A​ nhydrous​)

Potassium Iodide

Name: __________________________________________Date: 

____________Class____________

Solubility Curve Practice Problems Worksheet 1

You'll notice that for most substances, solubility increases as temperature increases. As discussed 
earlier in solutions involving liquids and solids typically more solute can be dissolved at higher 
temperatures. Can you find any exceptions on the 

graph?_​ ___________________

Here's an example of how to read the graph. Find the curve for KClO3​ ​. 

At 30°C approximately 10g of KClO3​ ​ will dissolve in 100g of water. If the temperature is 
______​increased to 80°C,  approximately ​
of the substance will dissolve in 100g (or 

100mL) of water.

Directions:​ Use the graph to answer the following questions. REMEMBER UNITS!

1) What mass of solute will dissolve in 100mL of water at the following temperatures? 

a. KNO​3 ​at 70°C = ​____________
b. NaCl at 100°C= ​____________

c. NH​4​Cl at 90°C= ​____________

d. Which of the a​ bove​ three substances is most soluble in water at 15°C. = 

____________

2) Types of Solutions

On a solubility curve, the lines indicate the concentration of a ​__________________ solution​ - the
maximum amount of solute that will dissolve at that specific temperature.

Values on the graph ____________ a curve represent ​unsaturated solutions​ - more solute could be
dissolved at that temperature.

Label the following solutions as saturated or unsaturated. If unsaturated, write how much more solute
can be dissolved in the solution.

Solution Saturated or Unsaturated? If unsaturated: How much
more solute can dissolve in
a solution that contains 70g of the solution?
NaNO3​ ​ at 30°C (in 100 mL H2​ O​ )

a solution that contains 50g of
NH​4C​ l at 50°C (in 100 mL H2​ O​ )

a solution that contains 20g of
KClO3​ ​ at 50°C (in 100 mL H​2​O)

a solution that contains 70g of KI
at 0°C (in 100 mL H​2O​ )

Homework – Use the Solubility Graphs on Page 1

1. a. What is the solubility of K​ Cl a​ t 5°​ ​C? ​_______
b. What is the solubility of K​ Cl​ ​at 25​°​C? _​ ______
_______c. What is the solubility of ​Ce2​ ​(SO4​ )​ ​3​ ​ ​at 10​°​C? ​
_______d. What is the solubility of C​ e​2​(SO​4​)3​ ​ at 50​°​C? ​

2. a. At 90​°C​ , you dissolved 10 g of KCl in 100. g of water. Is this solution saturated or 
unsaturated?

b. How do you know?

3. A mass of 100 g of NaNO3​ ​ is dissolved in 100 g of water at 80ºC. 
a) Is the solution saturated or unsaturated?______________________________

b) As the solution is cooled, at what temperature should solid first appear in the solution? 
Explain.

4. Use the graph to answer the following two questions:

Which compound is most soluble at 20 ºC? _​ _______
Which is the least soluble at 40 ºC? ​________

5. Which substance on the graph is ​least​ soluble at 10​°C​ ? __________
6. A mass of 80 g of KNO3​ ​is dissolved in 100 g of water at 50 ºC. The solution is heated to 70ºC. 
How many more grams of potassium nitrate must be added to make the solution saturated? Explain 
your reasoning (S​ ee question #2 on the other side for a hint)

7. Elements review: Fill in the chart below for some of the compounds on the graph:

Formula # of atoms in formula If the following amounts of solute are dissolved in 100
mL of water: Is the solution ​SATURATED​ OR
Example: Na = UNSATURATED
NaCl Cl ​=
3 grams dissolved at 0​ºC

Formula # of atoms in formula If the following amounts of solute are dissolved in 100
mL of water: Is the solution ​SATURATED​ OR
KI UNSATURATED

120 grams dissolved at 0º​ C

7.2 grams dissolved at 70º​ C

Ce(SO4​ ​)​3

11 grams dissolved at 46.7º​ C

NH4​ ​Cl

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

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

Sodium Nitrate

Barium Hydroxide

Potassium Chloride

Lithium Chloride
Potassium Sulfate

Sodium Chloride
Copper (II) Sulfate (A​ nhydrous​)

Potassium Iodide

Extra Practice WS
Extra Practice WS2

Atomic Compound Model

Directions:​ Construct a model of an ionic compound that has:
*See me before you choose your compound:

1. Correct ratio of atoms within the molecule
2. Protons and neutrons
3. Correct placement of electrons
4. Use of the compound
5. Can be displayed in classroom from the ceiling
6. Be prepared to discuss the Valence electrons and charges

You may use the following elements:

1. Lithium
2. Sodium
3. Potassium
4. Beryllium
5. Magnesium
6. Calcium
7. Boron
8. Aluminum
9. Nitrogen
10. Phosphorus
11. Oxygen
12. Sulfur
13. Fluorine
14. Chlorine

Atomic Structure Project
Portfolio

Due: Friday 1/19/18

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

1. Cover Page:​ Atomic Structure and Periodic Table

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

a. Dalton
b. Thomson - ​Video

c. Rutherford
D. Bohr
3. Structure of the Atom

Video
Video2
a. Nucleus, protons, neutrons, electrons
b. Atomic Mass
c. Charge
d. Valence Electrons

***Use models to explain the difference between:
Sodium Chloride​ and ​Magnesium Chloride o​ r S​ odium sulfide​ and C​ alcium Sulfide

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

a. Provide Example
b. How are they used by Scientists?
5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
*What makes the elements the similar in each family?
*What are some trends in the Periodic Table?
a. Alkali Metals
b. Alkaline Earth Metals
c. Halogens
d. Noble Gases
6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html