What restaurant would you like to visit in this city? Provide pictures
What is the basic history of this city?
Oatmeal was established in 1840 by Mr. Othneil, and is now located in Burnet County.
Starting in 1978, the annual Oatmeal Festival has attracted tourists (including me) from
all around the state and country. This festival includes live music, races, and other such
fun activities. Visitors can grab some food at any of the many restaurants in the area,
including El Rancho.
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
Formula:
1883
x·1.18
x = old time
Blue = Old Time
Red = New Time
Usain Bolt is the fastest
human runner and has
won eight gold medals at
various Olympics.
Designed by Henry Ford,
the Model T Ford was the
first car affordable by the
general public.
An airship that famously
crashed in 1937 in a tragic
accident.
A modern electric car,
made by the company of
the same name with CEO
Elon Musk.
The Fuxing train is a
Chinese design of the
bullet train and is currently
the fastest train in the
world.
A fast, agile, stealthy plane
used by the US military.
Bertie holds the Guiness
World Record for fastest
tortoise, which he set in
2016.
(Fastest tortoise bar goes far above upper edge of graph; allowing tortoise bar to be
fully visible made train and F35 bars too small to see)
6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
1,200 mph
A. Sun
t=d/v
t= 9.2x107
1200
t= 7.7x104 hours
t=8.75 years
B. Saturn
t=d/v
t= 7.5x108
1200
t= 6.3x105 hours
t=71.35 years
C. Neptune
t=d/v
t= 2.7x109
1200
t= 2.3x106 hours
t=256.85 years
(Use scientific notation)
Velocity Worksheet
Acceleration Conclusion
Problem Statement: How does the angle of the ramp affect the acceleration of the car?
Conclusion: (use data)
The steeper the angle of the ramp, the faster the car will accelerate. For our first test, the angle
of the ramp was 21 degrees. The car accelerated at a speed of 865 m/s. For our second test,
the angle of the ramp was 8 degrees, and the car accelerated at a speed of 113 m/s. From
these experiments, we can conclude that the angle of the ramp directly affects the speed of the
car. The higher the angle, the faster the car, and vice versa.
Keywords: Purpose of experiment, Hypothesis, variables, data to prove your hypothesis
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 d eceleration.
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 s
A = -40 m/s/4.5 s
A = − 8.889 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)
23
46
69
8 12
10 15
Acceleration = 3 m/2 s
A = 1.5 m/s2
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 − 30
−4
T= −30
−4
T = 0.75 s
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
T
a= 60 − 0
8
a= 60
8
a = 7.5 mi/hr2
V2 = V1 + (a · t)
V2 = 50 + (7.5 · 5)
V2 = 50 + 37.5
V2 = 87.5
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 = 2 + (4 · 5)
V2 = 2 + 20
V2 = 22 m/s2
QUIZ: Motion
Name: Riley Lanz Date: 3/1/18
Formulas:
A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a
1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?
A= v2−v1
T2
A= 89 m/s−0 m/s
14s
A = 6.36 m/s2
2. A car starting from rest accelerates at a rate of 18.0 m/s2 . What is its final speed at the end of
5.0 seconds?
v2 = v1 + (a * t)
v2 = 0 m/s + (18 m/s2 * 5 s)
V2 = 90 m/s
3. A cyclist accelerates at a rate of 16.0 m/s2 . How long will it take the cyclist to reach a speed of
49 m/s?
T= v2 −v1
a
T= 49 m/s − 0 m/s
16 m/s2
T = 3.06 s
3. During an Apollo moon landing, reflecting panels were placed on the moon. This allowed
earth-based astronomers to shoot laser beams at the moon's surface to determine its distance.
The reflected laser beam was observed 4.6 seconds after the laser pulse was sent. The speed of
light is 3.0 × 108 m/s. What was the distance between the astronomers and the moon?
D=V*T
D = (3 * 108 m/s) * 4.6 s
D = 13.8 * 108 m = 1.38 * 109 m
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?
Hallway One:
T = D/V
T = 65m / 5.2m/s
T = 12.5 s
Hallway Two:
T = D/V
T = 32m / 1.46m/s
T = 21.92 s
Hallway Three:
T = D/V
T =60m / 7.3m/s
T = 8.22 s
Total:
T = 12.5 s + 21.92 s + 8.22 s = 42.64 s
60 - 42.64 = 17.36
Suzette is 17.36 seconds early to class and does not get detention.
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= 20−10
5
50 m A= 10
30° 5
100 m 10 sec. 10 m/s 100 m 5 sec. 20 m/s A = 2 m/s2
A= v2−v1
T2
A= 50−20
2
100 m A= 30
90° 2
100 m 5 sec. 20 m/s 100 m 2 sec. 50 m/s A = 15 m/s2
Graph:
Conclusion:
The steeper a ramp is, the faster the car accelerates. Due to the features of a right triangle, the
higher up the ramp starts (the longer the “opposite” side) the bigger and steeper the angle will be.
The chart and graph show that higher ramps - and bigger angles - cause faster acceleration.
Increasing the height from 50 m to 100 m also increases the acceleration from 2 m/s² to 15 m/s².
It can be assumed that choosing a height between the two heights tested would likely result in an
acceleration between the two accelerations found unless some other factor this test has not yet
accounted for makes it do otherwise. Of course, this cannot be proven for sure until we do
actually test more than two heights. But based on this data, it can be proven that higher and
therefore steeper ramps correlate to, and probably cause higher accelerations.
EXTRA CREDIT:
Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is 3.0 ×
108 m/s. In kilometers, how far is the earth from the star?
46 s * 60 s/min. = 2760 s
D=V*T
D = (3 * 108 m/s) * 2760s
D = 8280 * 108 m = 8280 * 105 km = 8.280 * 108 km
Answer must be in scientific notation
Potential Energy Project
Due: Friday 3/17
Define and make note cards or make a QUIZLET for the following words:
Energy Joules Chemical Potential Law of Conservation
The strength and The SI unit of work or Energy of Energy
vitality required for energy, equal to the
sustained physical or work done by a force Chemical potential In physics, the law of
mental activity. of one newton when Conservation of Energy
its point of energy is the
application moves states that the total
one meter in the energy stored in the energy of an isolated
direction of action of chemical bonds of system remains
the force, equivalent
to one 3600th of a a substance. The constant — it is said to
watt-hour. various chemicals be conserved over
.time.
that make up
gasoline contain a
large amount of
chemical potential
energy that is
released when the
gasoline is burned
in a controlled way
in the engine of the
car. The release of
that energy does
two things.
Kinetic Energy Kilojoules Elastic Potential Gravity
energy that a body The joule, is a derived Energy the force that attracts
possesses by virtue unit of energy in the a body toward the
of being in motion. Elastic potential center of the earth, or
International System of toward any other
Units. It is equal to the energy is Potential physical body having
energy transferred to an energy stored as a mass. For most
object when a force of result of purposes Newton's
laws of gravity apply,
one newton acts on deformation of an with minor
modifications to take
that object in the elastic object, such the general theory of
direction of its motion as the stretching of relativity into
through a distance of a spring. It is equal account.
one metre. to the work done to
stretch the spring,
which depends
upon the spring
constant k as well
as the distance
stretched.
Potential Energy Gravitational Mechanical Energy
the energy Potential Energy In the physical
possessed by a body sciences,
by virtue of its Gravitational mechanical energy
position relative to potential energy is is the sum of
others, stresses the e nergy an potential e nergy
within itself, electric object has due to and kinetic e nergy.
charge, and other its position above It is the energy
factors. Earth, e nergy due associated with the
to its height. ... The motion and position
equation for of an object.
gravitational
potential energy is
GPE = mgh, where
m is the mass in
kilograms, g is the
acceleration due to
gravity (9.8 on
Earth), and h is the
height above the
ground in meters.
Resource: http://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy
Gravitational Potential Energy
Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3 different
heights.
3 objects: You, African Elephant, Chevy Camaro (research the masses)
*2.2 lbs = 1 kg
Data Table:
Height (m) Mass (kg) Gravity (m/s^2) GPE
Height One
100 50 9.8 49000
100 2722 9.8 2667560
100 1515 9.8 1484700
Height Two
200 50 9.8 98000
200 2722 9.8 5335120
200 1515 9.8 2969400
Height Three
300 50 9.8 14700
300 2722 9.8 8002680
300 1515 9.8 4454100
Your data table will need: Object, mass, gravity, height, GPE
Videos: http://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.
Determine the GPE of one of the masses on the following planets:
Star Wars Planet #1 - 17% greater than Earth’s Gravity (16.66)
Star Wars Planet #2 - 39% less than Earth’s Gravity (5.978)
Star Wars Planet #3 - 82% greater than Earth’s Gravity (80.36)
*Use the height of your favorite Roller Coaster. You will use this to figure out the
Velocity at the bottom of the hill on the Star Wars Planets.
Calculations:
Choose 3 planets from a Sci-Fi Universe and use 3 different
Examples:
A. Star Wars Planet #1 (Etans Planet)
Hoth-
B. Star Wars Planet #2: (Hard R)
Kashyyyk -
C. Interstellar Planet #3: (Pete to the R)
Miller’s Planet - 130% Earth Gravity
Data Table:
Planet #1 mass (kg) H1 = your GPE (J) Velocity (m/s)
Object 83 (Han Solo’s Gravity? (m/s^2) coaster (m) 124599.6 54.8
1 Corpse) 28522.8 54.8
2 19 (Folding 10.8 139 613990.8 54.8
3 Chair)
409 (Kingda Ka 10.8 139
Car)
10.8 139
Planet #2 mass (kg) H1 = your GPE (J) Velocity (m/s)
Object 83 (Han Solo’s Gravity? (m/s^2) coaster (m) 103, 883 50
1 Corpse) 23, 769 50
2 19 (Folding 9 139 511, 659 50
3 CHair)
409 (Kingda Ka 9 139
Car)
9 139
Planet #3 mass (kg) H1 = your GPE (J) Velocity (m/s)
Object 83 (Han Solo’s Gravity? (m/s^2) coaster (m) 265,351 80
1 Corpse) 60,743 80
2 19 (Folding 23 139 1,307,573 80
3 CHair)
409 (Kingda Ka 23 139
Car)
23 139
Earth
H1 = your
Object mass (kg) Gravity? (m/s^2) coaster (m) GPE (J) Velocity (m/s)
52.2
83 (Han Solo’s 52.2
52.2
1 Corpse) 9.8 139 113062.6
19 (Folding
2 CHair) 9.8 139 25881.8
409 (Kingda Ka
3 Car) 9.8 139 557139.8
Use the formula: GPE = mass * acceleration due to gravity (Earth is 9.8 m/s2) * height
of object
Graph:
X - axis: Planet
Y -axis: Potential Energy
Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy? The mass of an object, the gravity
affecting it, and the height it is going to fall from.
2. Why did the GPE change on the other planets? O ne of the factors of GPE is gravity,
so when that changed so did the other side of the equation.
3. Which planet would you be able to hit a golf ball further? Explain using data.
I would be able to hit a golf ball the furthest on Kashyyyk. Because Kashyyyk has
the lowest gravity out of the planets (9 m/s²) the golf ball would travel further.
4. How does GPE relate to Chemical Potential Energy?
5. How do Energy companies use GPE to generate Electrical Energy? Give an example
Hydropower can use GPE to generate energy. For example, it uses water falling
down a dam to generate power.
6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.
Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html
Worksheet 2: http://go.hrw.com/resources/go_sc/ssp/HK1MSW65.PDF
*We will use our information to see how a roller coaster would be different on those planets.
FINAL PART - Roller Coaster Physics
Objective:
1. When energy is transformed, the total amount of energy stays constant (is conserved).
2. 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:
3161*139*9.8 = 4, 305, 914.2
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg
Use either:
GPEt op = KEb ottom
QUIZ REVIEW 2: 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 Hoth
GPE = m*g*h 9.8*1.37 = 13.426
GPE = 7000 kg * 9.8 m/s2 * 125 m GPE = m*g*h
GPE = 8,575,000 GPE = 7000 kg * 13.426
m/s 2 * 125 m
GPE = KE
KE = 8,575,000 GPE = 11,747,750
KE = 0.5 mv2
GPE = KE
8,575,000 = 0.5 mv2
KE = 11,747,750
0.5m = 0.5(7000 kg) = 3500 kg KE = 0.5mv2
8,575,000
3500 = v2 11,747,750 = 0.5mv2
2450 = v2 0.5m = 0.5(7000 kg) = 3500 kg
11,747,750
√2450 = v 3500 = v2
49.5 m/s = v 3356.5 = v2
√3356.5 = v
57.94 m/s = v
Data Table:
Planet Mass (kg) Gravity (m/s2) Height GPE/KE Velocity
Earth 7000 8,575,000 49.5
Hoth 7000 9.8 125 11,747,750 57.94
13.426 125
Graph:
Conclusion:
The calculations and data clearly show that the roller coaster on Hoth will reach a higher
velocity. This is because gravity is one of the factors in determining potential energy, as a
stronger gravitational pull will cause objects to fall (or go safely down a track) faster when the
potential energy is converted into an equal amount of kinetic energy. In turn, higher kinetic
energy means higher velocity, or speed. Hoth’s gravity is about 3 m/s^2s higher than Earth’s,
and the GPE of the coaster about 3 million higher. This is turn causes the velocity on Hoth to be
substantially higher than the velocity on Earth. Therefore, Hoth’s gravity, which is substantially
higher than Earth’s, will cause the coaster to reach higher speeds by the bottom of the hill.
Higher speeds correlate to higher danger, so the ride on Hoth will need more restricting
restraints that will keep riders safe at those higher velocities.
Extra Problems:
1. 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?
g= GP E
m*h
800,000 J
g= 3200kg*15m
g= 800,000
48,000
g = 16.67 m/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?
m= GP E
g*h
600,000 J
m= 650.20m,0/0s20*150m
m=
780
m = 769.23 kg
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?
A. Use “Drawing” to label a triangle (Inclined Plane)
B. Calculate the angle of the ramp.
37 Degrees
C. Calculate the Ideal Mechanical Advantage (IMA)
48/29 = 1.7
D. Calculate the Actual Mechanical Advantage (AMA)
85/175 = 0.49
E. Calculate the Efficiency (%)
175*29 = 5075
85*48 = 4080
4080/5075 = 80%
QUIZ: Inclined Plane
QUIZ: W ednesday and Thursday
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 of an inclined plane changes, the mechanical advantage will also change,
but the correlation will not always be in the same direction (a higher angle will not
always mean lower a AMA vice versa) because as the angle gets higher, the distance
will decrease as the force increases, making it impossible for a linear pattern to appear.
Diagrams of Inclined Planes: (Use DRAWING - Label Diagrams)
Angle Chart: h ttps://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc
Calculations (Examples):
IMA AMA Efficiency
Input Dist/Output Dist = Output Force/Input Force = Output Work/Input Work x 100
300/70 = 12/4 = 840/1200 x 100 =
4.29 3 0.7 x 100 =
70%
IMA AMA Efficiency
Input Dist/Output Dist = Output Force/Input Force = Output Work/Input Work x 100
100/70 = 12/8 = 840/800 x 100 =
1.43 1.5 1.05 x 100 =
105%
Data Table: ( Located on Google Classroom)
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 )1
5. Use this source to explain the relationship of this machine to
Newton’s First Law of Motion.
The purpose of this experiment was to determine if the angle of an
inclined plane impacts the mechanical advantage the plane provides. My
hypothesis was that while there would be a correlation between the two
numbers, a linear pattern would be impossible to find as different factors
would move in differing directions from each other. My hypothesis appears
to be partially incorrect, however, as graphing the data collected shows that
as the angle increases, the AMA always decreases. For example, when the
angle increases from 13.49 degrees to 20.49 degrees, the AMA decreases
from 3 to 2. And when the angle increases again to 44.44, the AMA also
decreases to 1.5. Based on the limited information available, it would seem
that the connection between the angle and the AMA is always the same. Of
course, more experimentation with a wider variety of angles could possibly
prove that this is wrong and my original hypothesis is correct, as a small
sample size could lead to the above conclusion being a coincidence.
It is also worth noting that one of the angles (44.43) is impossible.
This is because it has an efficiency of 105%. The efficiency is a measure of
what percentage of the energy put into the machine is actually used. This
means that a percentage over 100 indicates that more energy is used than
goes in, meaning energy was created in the process. But according to the
Encyclopedia Britannica, “the energy of interacting bodies or particles in a
closed system remains constant” by the Law of Conservation of Energy2.
This means that energy cannot suddenly appear in a system, which in turn
means that an efficiency over 100% is not possible as energy cannot be
used if it was never put into the system. So the data regarding the inclined
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.
2 "conservation of energy | Definition & Examples | Britannica.com."
https://www.britannica.com/science/conservation-of-energy. Accessed 12 Apr. 2018.
plane with an angle of 44.43 creates an impossible system, meaning that
angle is physically impossible.
Newton’s first law of motion, also known as the law of inertia, states
that “An object at rest stays at rest and an object in motion stays in motion
with the same speed and in the same direction unless acted upon by an
unbalanced force.”3 In this experiment, the “unbalanced force” is mainly
gravity, although friction also plays a substantial role. Without gravity and
other such forces, there would be no force acting on the objects going up
the plane, and they could go up continuously without any more energy
being used. The same would occur if the final condition in Newton’s law
was not true and objects could stay in permanent motion. Without any
forces acting on the objects, there would be no work needed at any point,
and efficiency would be irrelevant as such. The law of inertia makes this
type of experiment worth doing, as without it energy would simply be
unnecessary.
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.
3 "Newton's First Law - The Physics Classroom."
http://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-First-Law. Accessed 12 Apr. 2018.
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.
Thermal (Heat) Energy Project
Chapter 6 (pg. 156-180)
DUE: Friday May 16th
1. Vocabulary - Define and make note cards or quizlet
Conduction Heat Insulator Calorie
the process by a form of energy A material that either of two units
which heat or associated with does not easily of heat energy:
electricity is the movement of transmit energy,
directly atoms and such as electric the energy needed
transmitted molecules in any current or heat. to raise the
through a material. The temperature of 1
substance when higher the gram of water
there is a temperature of a through 1 °C (now
difference of material, the usually defined as
temperature or of faster the atoms 4.1868 joules).
electrical potential are moving, and
between adjoining hence the greater the energy needed
regions, without the amount of to raise the
movement of the energy present as temperature of 1
material heat. kilogram of water
through 1 °C,
equal to one
thousand small
calories and often
used to measure
the energy value
of foods.
Convection Temperature Second Law of Turbine
the movement the degree or Thermodynamics a machine for
caused within a intensity of heat The Second Law producing
fluid by the present in a of continuous power
tendency of hotter substance or Thermodynamics in which a wheel
and therefore less object, especially is commonly or rotor, typically
dense material to as expressed known as the Law fitted with vanes,
rise, and colder, according to a of Increased is made to revolve
denser material to comparative scale Entropy. While by a fast-moving
sink under the and shown by a quantity remains flow of water,
influence of thermometer or the same (First steam, gas, air, or
gravity, which perceived by Law), the quality other fluid
consequently touch. of matter/energy
deteriorates
results in transfer gradually over
of heat. time.
Radiation Heat Engine Specific Heat Generator
the emission of a device for the heat required a machine that
energy as producing motive to raise the converts one form
electromagnetic power from heat, temperature of the of energy into
waves or as such as a unit mass of a another,
moving subatomic gasoline engine or given substance especially
particles, steam engine. by a given amount mechanical
especially energy into
high-energy electrical energy
particles that
cause ionization.
First Law of Conductor Kinetic Energy
Thermodynamics a material or energy that a
Heat is a form of device that body possesses
energy, and conducts or by virtue of being
thermodynamic transmits heat, in motion.
processes are electricity, or
therefore subject sound, especially
to the principle of when regarded in
conservation of terms of its
energy. This capacity to do
means that heat this.
energy cannot be
created or
destroyed.
2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.
*How are they different?
In a solid, the molecules hardly move at all, except for some vibrations. In a liquid, the
molecules begin to move around a bit, but still bump against each other and stay
together. In a gas, the molecules move all over the place and ignore each other.
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 is needed to melt the ice, heat it up to boiling (100 degrees Celsius), and then
vaporize the water into steam. Of course, the more ice the is, the more heat is needed
to change it, so the mass of the ice is a factor in finding the heat needed to change the
ice’s form. By multiplying the heat needed and the mass of the ice/water, we can easily
find the energy needed to turn the ice, starting at its melting point of 0 degrees Celsius,
into 100 degree Celsius steam.
Heat of fusion (333 J/g) x mass (15 g) = Heat to melt (4995 J)
4. What is the difference between Heat and Temperature? Provide a definition,
picture and video link to help you review.
Heat is a measure of how much energy is in an object. It is the total amount of energy in
the molecules - the faster the molecules are moving, the more heat there is.
Temperature, on the other hand, is simply the average heat. While not every molecule
has the same temperature, the overall average heat of the object is temperature.
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.
Blue = Hartford
Red = Quito (Equator)
Yellow = Rio de Janeiro (Southern Hemisphere)
Questions:
1. What do you notice about the temperatures?
The more southern a city is, the warmer it tends to be, at least in these specific cities.
Rio de Janeiro’s lowest temperature is 80 degrees F, and Hartford (which is much
farther north) only goes above that in two months - July and August. Also, Hartford gets
warmer in the summer and cooler in winter while Rio de Janeiro does the opposite, and
Quito has very little change at all throughout the year, as shown in this graph with
trendlines:
2. How is heat transferred throughout the Earth?
Heat is transferred to the surface of the Earth from Earth’s core by conduction, as well
as from radiation from the Sun. The atmosphere is heated by absorption of some of the
electromagnetic radiation from the Sun, and by contact with the warm surface of the
land and water.
Because of seasons, the amount of radiation coming from the sun is different at
different times of year. And since the northern and southern hemispheres are near the
sun are opposite times, their temperature trends are opposite. And because the equator
is in the middle, cities on it are at a constant temperature with little variation.
4. How is Steam used to create electricity in Power Plants?
A. Coal Plant
Coal being burnt turns water into steam, which then turns a turbine. The turbine in turn
spins magnets that are held within wire coils to create electricity.
B. Natural Gas Plant
Gas is ignited and pressurized to turn and turbine which powers a generator, creating
electricity.
C. Nuclear Plant
The splitting of uranium atoms creates intense heat that turns water into steam, turning
a turbine to create electricity.
D. Where did Fossil Fuels originate?
Coal, oil, and natural gases were created in the Carboniferous period. When plants died
about 300 million years ago, they turned into a moist material called peat. When this
peat was squeezed and dried, it turned into various fossil fuels.
E. What is the difference between Renewable and NonRenewable forms of energy?
Renewable sources of energy are theoretically infinite - solar power is an example of
this, because the sun will never stop shining (at least not for a very long time).
Non-renewable resources are limited and can possibly run out - the amount of coal on
Earth, for example, is finite and someday we will likely have used up all of it and not
have any more.
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 Orange Juice and Vegetable Oil.
3. Research the Specific Heats of Orange Juice and Vegetable Oil in Calories/g C not in
Joules.
4. Make a data table
5. Construct a 3 Line graph for 2 minutes of data collection - 1 pt every 10 seconds
6. Write a conclusion about your results.
Substance Time to Boil
Water 18:05
Salt Water 15:58
Cooking Oil 3:20
100 grams of each - room temp to 100 degree C
Specific Heats:
Water - 1 Calorie
Salt Water - 0.932 Calories
Cooking Oil - 0.287 Calories
My hypothesis was that cooking oil would heat up very quickly, and salt water would
take longer to boil that pure water. While the cooking oil took 3 minutes 20 seconds to
experience the same heat increase that water had in 18 minutes 5 seconds, proving
that part of my hypothesis correct, the salt water actually boiled faster than the pure
water with a time of 15 minutes 58 seconds. However, my research backs up the
experiment's results, with salt water having a slightly lower specific heat that pure water
(0.9 vs 1) and cooking oil has a much lower specific heat of around 0.3. This shows that
the lower a substance’s specific heat, the faster it heats up. This makes logical sense,
because a lower SH means it takes less energy - and therefore less time - to heat it up
the same amount as a substance with a higher SH. As such, I would expect a more
accurate experiment with more trials to show the same results. In fact, repeating the
same lab with other substances would likely follow the pattern of specific heat
corresponding to the time needed to go from room temperature to 100 degree Celsius.
Critical Thinking Questions
1. What happens to the molecules in each of the beakers as heat is added?
As heat is added, the molecules begin to vibrate with energy. This increases the
average heat of the substance, raising the temperature.
2. Which substance showed the greatest temperature change? Least? Use data
All three substances changed by roughly 75 degrees celsius - room temperature at
round 25 degrees to 100 degrees. However, the cooking oil’s temperature moved by far
the fastest, at slightly over three minutes to make the change. Pure water was the
slowest to heat, taking about two minutes longer than the salt water which was in
between the other two liquids.
3. Which substance does research say should show the greatest temperature increase?
Least? Why? How does this relate to Specific Heat?
My research shows that cooking oil has the lowest SH, which means it takes the least
amount of energy to change temperature. This means that it should heat up the fastest
because it requires the least amount of time to be spent on adding heat. Water has the
highest SH, and by the same logic should take the longest time to get hotter.
4. How does Average Kinetic Energy relate to this experiment?
The AKE is the temperature of a substance, and the temperature measurements in this
lab are essentially measures of the liquid’s AKEs.
5. Why is water a great substance to put into 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?
2. How much heat was gained by a 350 g sample of Vegetable oil that increased its
temperature from 24 C to 95 C?
Lopez Lab
Water (32 - 23) Oil (39-23)
http://www.kentchemistry.com/links/Energy/SpecificHeat.htm
Use this to help solve problems
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?
In current spacecraft, the materials for e.g. the hull are chosen primarily because they
are light and strong. Aluminium is common. A few mm of aluminium blocks most of the
radiation you would encounter in low Earth orbit. In the ISS, 95% of the radiation is
blocked. This is enough for low Earth orbit: these orbits are inside the Van Allen Belts,
so they are protected from the worst radiation. If we want to go beyond LEO for longer
periods, more protection is needed. You could make the hull thicker, but this makes the
launch more expensive. One way around this would be to use a small asteroid and build
the spaceship inside it, but that leaves the problem of capturing an asteroid and bringing
it to Earth.
3. How does the atmosphere act as an insulator?
Clouds and water vapor act as insulators in the atmosphere. Clouds help shield the
Earth from the Sun and trap heat from below. When cloud particles grow large enough,
they may fall out as rain or snow. ... The migration of storms helps to distribute heat
between the equator and poles - shaping wind patterns globally.
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
https://docs.google.com/spreadsheets/d/1auK8HA0Cir2UoEaDjasgjugJBzBestCB
Bdob3zSb3Ro/edit#gid=303832921
C. Research a Phenomenon in nature that relates to Specific Heat
At the beach, the sand heats up much faster than the water. This is because sand’s SH
is about ⅕ of water’s, meaning it heats up about 5 times as fast.
1. . What happens when the atoms of a substance are regrouped?
○ gold becomes malleable
○ the atoms break apart and disappear
○ a new substance is formed
○ the substance stays the same
2. 2T he creation of carbon monoxide is an effect. What is one cause?
○ the regrouping of the atoms in table salt
○ the burning of fossil fuels
○ cleaning swimming pools
○ operating a stove
3. 3T able salt can be separated into sodium and chlorine. Sodium is explosive.
Chlorine is a gas that can kill people.
4. What can be concluded from the statements above?
○ A harmful compound can become harmless when its
elements are separated.
○ A harmless compound can become harmful when its
elements are separated.
○ Breaking a compound into its separate elements has no
noticeable effects.
○ Breaking a compound into its separate elements can create
carbon dioxide.
5. 4B ased on the information in the passage, what is true of gases?
○ Some, but not all, gases are harmful to humans.
○ Any gas with carbon in it is not harmful to humans.
○ All gases are harmful to humans.
○ No gases are harmful to humans.
6. 5W hat is this passage mainly about?
○ Germany’s use of chlorine in World War I as a chemical
weapon
○ hydrochloric acid, aspartame, fructose, citric acid, and gelatin
production
○ the similarities and differences between carbon dioxide and
carbon monoxide
○ changes in chemical compounds and the effects of those
changes
7. 6R ead the following sentences: “When the atoms of a specific substance are
regrouped, a new substance is formed with often vastly different properties from
the original substance. Occasionally something completely harmless, or even
necessary, can become dangerous or lethal when its molecules (a grouping of
two or more atoms) are regrouped.”
8. What does the word p roperties mean above?
○ extremely large amounts
○ places where experiments are done
○ qualities or characteristics
○ elements or compounds
9. 7C hoose the answer that best completes the sentence below.
10. Oxygen by itself is not harmful; _______, it can become harmful when combined
with carbon.
○ however
○ for instance
○ in summary
○ namely
11. 8W hat is hydrochloric acid?
12. A deadly, poisonous compound formed in the lungs when chlorine is
inhaled.
13. 9W hat is hydrochloric acid used for?
14. It is used to clean and process food, but can potentially be used as a
chemical weapon.
15. 10S hould people make changes to chemical compounds? Support your answer
with evidence from the passage.
16. There are some circumstances under which changing compounds can be
useful. For example, a compound with sodium and chlorine can be used as
salt, an important ingredient in preparing and preserving food. However,
caution is needed, as very similar compounds are deadly if ingested.
1. A rollercoaster car at the top of the hill, an archer preparing to release an arrow,
and a lake that sits above a dam are all examples of what kind of energy?
○ potential energy
○ kinetic energy
○ gravitational energy
○ consumption of energy
2. 2W hat does the author describe in the passage?
○ the history of human energy use in the United States
○ the ways in which potential energy is converted to kinetic
energy
○ the best reasons to build new dams in the American
Southwest
○ the consequences of drought for people who rely on dams
3. 3T he conversion of stored potential energy into kinetic energy can also be
harnessed to power homes, factories and entire cities. Which example from the
text supports this conclusion?
○ the softball pitcher
○ the slingshotting comet
○ the archer
○ the Hoover Dam
4. 4W hich of the following conclusions is supported by the text?
○ Nuclear power is the most efficient kind of energy for
powering cities.
○ Professional athletes should study the science of energy to
play better.
○ Dams power cities by converting stored potential energy into
kinetic energy.
○ Drought is a serious problem for farmers in the American
Southwest.
5. 5W hat is this passage mainly about?
○ The movement of comets through our solar system.
○ The scientific forces behind our favorite roller-coasters.
○ The unusual properties of water molecules in rivers.
○ The conversion of potential energy into kinetic energy.
6. 6R ead the following sentences: “The Arizona and Nevada spillways are two
means by which the waters of Lake Mead can escape the dam. As the lake water
tumbles over the walls into aspillway, potential energy is instantly converted into
kinetic energy.”
7. As used in the passage, what does the word “s pillway” mean?
○ A place where water flows over the top of a dam, creating
energy.
○ A place where water accidentally spills, causing problems for
engineers.
○ A place where water flows underground, into tunnels.
○ A place where water flows into nearby farms, watering crops.
8. 7C hoose the answer that best completes the sentence below.
9. “The conversion of stored potential energy into kinetic energy can be harnessed
to power homes, factories and entire cities. __________, the Hoover Dam provides
power to California, Nevada and Arizona.
○ Even though
○ Initially
○ For instance
○ However
10. 8H ow does the Hoover Dam provide power to California, Nevada and Arizona?
11. It converts the potential energy in the water at the top of the dam into
kinetic energy that can be used as power, by use of generators.
12. 9W hat two factors determine the energy production of the Hoover Dam?
13. The amount of water in Lake Mead and the amount of water need in areas
downstream - both of which affect how much water can be moved through
the dam.
14. 10E xplain why the prolonged period of drought (a time where there is little rain,
and little water flowing into rivers and lakes) would cause the Hoover Dam to
generate much less energy since 2009. Use evidence from the text to support
your answer.
15. Hoover Dam generates energy by using the water moving down from Lake
Mead, such as when "lake water tumbles over the walls into a spillway".
The less water there is, the less water can be used to generate power, as
only water with kinetic energy (water that hasn't already fallen down from
the lake) can be used.
16.
1. What is the Hyperloop?
○ an electric car that Elon Musk is designing
○ a private spaceship that Elon Musk is designing
○ a traveling tube that Elon Musk is designing
○ a bullet train that Elon Musk is designing
2. 2W hat does this passage describe?
○ This passage describes a traveling tube that could help people
get around in the future.
○ This passage describes the costs of building traveling tubes
around the world.
○ This passage describes the damage that cars, planes, and
trains do to the environment.
○ This passage describes the reasons that people are looking
for a cheaper-than-ever way to travel.
3. 3I f built, the Hyperloop would be faster than any other type of transportation.
4. What evidence from the passage supports this statement?
○ People using the Hyperloop would travel in pods that are
about six-and-a-half feet across.
○ The Hyperloop is being designed to travel at twice the speed
of an airplane.
○ Right now people can fly, drive, or take a train to get from Los
Angeles to San Francisco.
○ Inventors in other countries are working on technology similar
to the Hyperloop.
5. 4B ased on information in the passage, what is one reason that people might
want to use the Hyperloop instead of other kinds of transportation?
○ People with motion sickness might not be able to handle the
Hyperloop.
○ People are tired of using the same four kinds of transportation
over and over.
○ The Hyperloop could take people to places where planes and
trains do not go.
○ People would not have to pay as much to use the Hyperloop.
6. 5W hat is this passage mainly about?
○ science fiction movies and cartoons featuring futuristic
traveling tubes with tiny pods
○ the interest that inventor Elon Musk has in private space flight
and electric cars
○ why the train between Los Angeles and San Francisco is one
of the slowest in the country
○ a tube that could make travel in the future easier, faster, and
cheaper
7. 6R ead the following sentences: “Additionally, Musk believes the Hyperloop could
be completely powered by the sun—making it more environmentally friendly than
cars, airplanes, or train systems. Someday it could possibly move people
between the East and West Coasts of the United States in less than an hour,
which is faster than any other mode of transportation that exists.”
8. What does the word m ode mean in the sentence above?
○ ticket
○ type
○ train
○ travel
9. 7C hoose the answer that best completes the sentence below.
10. The Hyperloop would offer travelers many benefits, _______ fast trips and low
prices.
○ meanwhile
○ finally
○ including
○ otherwise
11. 8A ccording to the passage, what are some of the questions that remain
unanswered about the Hyperloop?
12. How exactly it will be designed and when it will be created.How exactly it
will be designed and when it will be created.
13. 9I s anyone besides Elon Musk working on technology similar to the Hyperloop? If
so, who?
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