2017 Green Science Portfolio
Directions: Open google Classroom and paste the pages from the following projects into this
document. Each assignment should begin on a NEW PAGE! I am excited to see all of your
work in one document! It should look really impressive because you have all worked extremely
hard this year!
Table of Contents:
1. Title Page
2. Survey Graph Conclusion
3. Experiment Presentation
4. Quiz: Scientific Method
5. Density Lab Report
6. Density Quiz
7. Scientific Method Presentation
8. Phase Change of Water Lab
9. Phase Change Lab Correct
10. Quiz: Phase Changes
11. Boiling Point and Elevation Presentation
12. Mass% Practice
13. Quiz: Classifying Matter
14. Quiz: Solubility
15. #3 Activity: Conservation of Mass
16. Isotope Essay
17. Chemical Formulas I and II Lab
18. Chemistry I Review
19. Atomic Structure: Google Form (Jan.5)
20. Velocity Project
21. Velocity Worksheet Word Problems
22. Acceleration Worksheet
23. Quiz: Motion
24. GPE Project
25. KE Project
26. Inclined Plane Project
27. Quiz: Inclined Plane
28. More to follow….
Green Science Portfolio
By Charlie Fekete
Survey Graph Conclusion
1. Data Table
2. Graph
3. Write a short conclusion of 5 sentences
Flavor Votes
Vanilla
Chocolate 2
Cookies and 6
Cream
Other 4
11
In conclusion with the data presented I know that “Other” has the largest amount of votes based
off of what is shown in the chart. Vanilla has the least amount with two votes. While chocolate is
in the middle with four votes. Alongside four votes Cookies and Cream has six votes. Now
knowing these votes I know that the most popular flavor is Other.
QUIZ: Scientific Method
Directions: R ead the following description of an experiment and complete the
components of the scientific method.
Experiment: Mr. Smithers believes that a special compound could help his workers
produce more “widgets” in one week. The chemical supply store sent him 3 different
compounds to try on his 100 workers. The following are the chemicals:
A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water
*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.
Problem Statement
Which compound will work the best
Hypothesis
If the compound works. Then more widgets will be available for use at the factory.
Independent Variable
Sodium Chloride Magnesium Calcium Sulfate Water
Hydroxide Amount of time worked
Dependent Variable
The amount of widgets made
Constants (Pick 2)
Equal amounts of Compounds
Control
Water
Basic Procedures:
(List 5-8 steps)
1. Have Four different sections work in the factory
2. Have 25 workers in each section
3. Each section is given a compound
4. Give the workers one hour to make widgets
5. Tally number of widgets made per group
6. Run 2 trials
Data Table: (Place data table here)
Widgets Made Widgets Made
Compound 1 Compound 2 2
Sodium Sodium 626
chloride 631 Chloride
Magnesium Magnesium 420
hydroxide 433 Hydroxide
Calcium sulfate 499 Calcium Sulfate 480
Water 311 Water 320
Graph: (Place graph here)
Conclusion: In conclusion, Sodium chloride is the best compound for making “widgets” with
1,257 total widgets. While Calcium Sulfate came in second with total 979 widgets . Magnesium
Hydroxide placing third with 853 total widgets. And Water came in last with 611 total widgets.
Overall the best compound for working is Sodium Chloride.
Density Lab Report Rewrite - Due Friday
Directions: Analyze the following data and write a conclusion paragraph.
Data Table Density (g/cm3)
Known - Day 1 9.12
2.78
Metal 11.89
7.13
Copper
Aluminum
Lead
Zinc
Unknown - Day 2 Density (g/cm3)
Metal
A 12.34
B 7.56
C 5.32
D 2.65
Make a Graph:
Conclusion:
*Use transition words (Therefore, however, In conclusion…)
In conclusion the purpose of this experiment was to see which metal had the highest
density. Our hypothesis was that lead would have the highest density and we were correct. Our
data shows that Lead had the most and Aluminum had the least. If i could improve this lab or
redo a trial I would expand the variety of metals. Therefore the highest density was Lead
Density QUIZ
1. The scientist collected an object with a density of 6.4 g/cm3 and a
volume of 79 cm3. What is the mass of this object?
D = 6.4 g/cm3
V = 79 cm3
M = 505.6 g
2. An irregularly shaped stone was lowered into a graduated cylinder
holding a volume of water equal to 50.0mL. The height of the water rose
to 68 mL. If the mass of the stone was 125.0g, what was its density?
V = 6.4 cm3
M = 120.0 g
D = 6.94 g/cm3
3. A scientist had 350.0 grams of Gold (Au) and a 530.0 gram sample of
Silver on the lab table. Which metal would have a greater volume
(cm3 )? Explain. *Show all work.
Gold
M = 350.0 g
D = 19.32 g/cm3
V = 18.11 cm3
Silver
M = 530.0 g
D = 10.5 g/cm3
V = 50.47 cm3
Gold Silver
4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
Before hitting the iceberg the Titanic’s volume was filled up with
air. Then, after hitting the iceberg the boat’s volume began to fill with
water making its mass heavier. Therefore, making the boat heavier
which made it sink.
3. Activity: Phase Change of Water
Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
C onstruct a graph of your results. *Use Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?
The temperatures stayed the same during phase changes
2. How would the graph be different if we tried this experiment with Gold?
Explain:
Different boiling points
3. What is the role of energy during the phase changes?
Add heat Energy to get different temperatures
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
They would move faster
5. How does the Average Kinetic Energy change throughout the experiment?
It is increasing all the way to the top
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare and explain the following in the beakers after they have
reached the boiling point:
A. Heat Energy
200ml=20,000 400ml=40,000
B. Temperature
200 ML= 100 C 400 ML= 100C
C. Average Kinetic Energy
51 C
D. Specific Heat
Specific heat is always 1
E. Latent Heat
RM Temp. 71 C
3. Activity: Phase Change of Water
Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
C onstruct a graph of your results. *U se Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. Why did the temperatures stay the same at 2 points during the lab?
Because they were turning into a liquid or gas
2. How does this relate to the heat trapped in the atmosphere? Find a
diagram that illustrates this concept.
3. What is the role of energy during the phase changes?
The energy takes the matter and lowers its density
4. Describe the motion of the molecules throughout the experiment.
As a solid the molecules start out tight, then the molecules start to spread further
into a liquid then a gas.
5. How does the Average Kinetic Energy change throughout the experiment?
Adding Heat Energy
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare the following in the beakers after they have reached the
boiling point:
A. Heat Energy
200ml=20,000 400ml=40,000
B. Temperature
200 ML= 100 C 400 ML= 100C
C. Average Kinetic Energy
51 C
D. Specific Heat
Specific heat is always 1
E. Latent Heat
RM Temp. 71 C
QUIZ: Phase Changes
Directions: Analyze the following data table with data collected by a scientist that wanted to
study how Heat Energy affects the Phase Changes of 2 different metals. Respond to the
questions below and perform all necessary calculations.
Data Table:
Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt. (C) Pt. (C) Vaporization Heat Energy
(cal/g) (cal/gC) (cal)
(cal/g)
Aluminum 65 g 95 660 2467 2500 0.21 6,175
Gold 65 g
15 1063 2800 377 0.03 975
Scientific Method (__4_ out of 4)
Independent Variable:
The types of Metals
Dependent Variable:
Heat Energy
Constant:
Mass
Control:
Water
Calculate Heat Energy: * SH
Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. (C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:
Metal Mass Heat of Melting Specific Heat
Fusion Pt. (C) Heat Energy
(cal/g) (cal/gC) (cal)
Aluminum 65 g 95 660 2467 2500 0.21 6,175
Gold 65 g 15 1063 2800 377 0.03 975
*SHOW ALL MATH STEPS
Math Steps (__2.8__ out of 4)
A. Aluminum
65 * 95 = 6,175
65 * 1,807 * 0.21 = 2 4665.55
65 * 2,500 = 162,500
B. Gold
65 * 15 = 975
65 * 1,737 * 0.03 = 3,387.15
65 * 377 = 24,505
Graph your results (_3.5___ out of 4):
Write a Conclusion (_3___ out of 4):
In conclusion, the two metals used in this experiment were Aluminum and Gold.
Both of these metals were used to find Heat Energy. The metal with the highest amount
of Heat Energy was Aluminum with 6,175 cal/g C. The lowest metal was Gold with 975
cal/g C. Ultimately, Aluminum had the highest Heat Energy.
Questions: Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
Heat = Mass * Heat of Vaporization
1. How are Heat and Temperature different for the following pictures of boiling water?
Explain: (Hint: Use the Heat equation)
30 * 79.8
30 * 180 * 1.0
30 * 9.71
2. Water has a Specific Heat of 1.0 cal/gC and Gold has a Specific Heat of 0.03 cal/gC.
Use the data to explain the difference between their numbers.
They are different because Gold is a solid and is more dense than water which is a
liquid. This also means since water is a liquid it’s particles are more spread out instead
of a compact solid.
Activity: Mass % Practice with Mixtures and Compounds
1. A scientist recorded the following data about a sample of rocks and sand:
37 grams of Large Rocks 75 grams of Fine Grained Sand
59 grams of Small Rocks 5 grams of Salt
125 grams of Coarse Grained Sand 25 grams of Copper (Cu)
2. Determine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:
Mixture Component Mass (g) % of Sample
Large Rocks 37 11.3
Small Rocks 59 18.0
Coarse Grain Sand 125 38.3
Salt
Copper 5 1.5
FIne Grained Sand 25 7.6
Total Mass 75 23.0
326
4. Pie Chart:
5. Math Examples
Mass / Total Mass x 100 = Percent of Sample
____________________________________________________________________________
1. A second scientist recorded the following data about a different sample of rocks and
sand:
48 grams of Large Rocks 175 grams of Fine Grained Sand
78 grams of Small Rocks 2 grams of Salt
56 grams of Coarse Grained Sand 17 grams of Copper (Cu)
2. Determine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:
Mixture Component Mass (g) % of Sample
Large Rocks 48 12.7
Small Rocks 78 20.7
Coarse Grain Sand 56 14.8
Salt 2 0.53
Copper 17 45.2
FIne Grained Sand 175 46.5
Total Mass 376
4. Pie Chart:
5. Math Examples
Mass / Total Mass x 100 = Percent of Sample
___________________________________________________________________________
1. A third scientist received a 250 gram sample of Silver Nitrate - AgNO3
169.87
2. Chart for Mass % of a Compound
Questions:
1. How are the samples from these scientists different?
2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
QUIZ: Classifying Matter
I. Directions: I dentify the following as either a Heterogeneous Mixture, Homogeneous Mixture,
Element or Compound. Write the following letters in Column B for your choices:
A. Heterogeneous
B. Homogeneous
C. Element
D. Compound
Column A Column B
Salad Heterogeneous
Copper Element
Lemonade Homogeneous
Rocks, sand, gravel Heterogeneous
Salt Water Homogeneous
Gold Element
Sodium Chloride (NaCl) Compound
Air Element
K2SO4 Compound
Twix, snickers, pretzels, popcorn Heterogenous
II. Directions: Determine the Mass % of each mixture and construct the appropriate graphs.
Mixture A Mass (g) %
Large Rocks 125 51.86
Small Rocks 75 31.12
Coarse Sand 32 13.27
Iron 9 3.73
Mixture B Mass (g) %
Large Rocks 205 52.69
Small Rocks 58 14.91
Coarse Sand 97 24.93
Iron 29 7.45
Calculation Examples (Provide 2 Examples showing how you determined the Mass %)
MATH EXAMPLES
205 + 58 + 97 +29 = 389
205/389 X 100 = 52.7%
205 + 58 + 97 +29 = 389
58/389 X 100 = 14.91%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2 S O4 - Potassium Sulfate
(Show Math Here)
K (78) - 78/174 x 100 = 44.82%
S (32) - 32/174 x 100 = 18.39%
O (64) - 64/174 x 100 = 36.78%
Total = 174 - 99.99%
Na3PO4 - Sodium Phosphate
(Show Math Here)
Na (69) - 691/163 x 100 = 42.33%
P (30) - 30/163 x 100 = 18.40%
O (64) - 64/163 x 100 = 39.26%
Total = 163 - 99.99%
IV. Conclusion: Explain the difference between Mixtures and Compounds using data. Compare
the pie charts.
Ultimately, the difference between a mixture and a compound is quite easy. T his data
proves how much of a certain element there is in the mixture. For example, in Mixture A their is
125 grams of large rocks compared to 75 grams of small rocks. Also, in Mixture B there is 205
grams of large rocks compared to 58 grams of small rocks. But a compound such as sodium
Phosphate or N a3 P O4 for example about 42% of Sodium Phosphate is made up of Sodium while
the other 58% is made up of Phosphorus and Oxygen In conclusion, there is a large difference
between mixtures and compounds.
Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
We separated the salt from the sand with the water by using a coffee filter to separate
the grains of sand from the rocks and any other types of metals, etc…. Then we poured water
on the sand into the coffee filter to make it a salt water. After, we put the salt water on a hot
plate and recorded temperatures on the thermometer until it boiled and became salt.
QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph
I. Solubility Graph
Questions:
1. What is the Solubility of KClO3 at 40 C?
15º Celsius
2. What is the Solubility of NH4 Cl at 70 C?
55º Celsius
3. What Temperature would 80 grams of KNO3 completely dissolve and become saturated?
90º Celsius
4. Suppose you have 120 grams of NaNO3 at 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
The solution is saturated
5. Suppose you have 120 grams of NaNO3 at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)
The solution is saturated, Therefore you do not have to do anything to the beaker.
6. Suppose you have 70 grams of KNO3 at 60 C. Is the solution Unsaturated, Saturated or
SuperSaturated and how many grams can you add/or take away to make it Saturated?
The solution is saturated
7. Suppose you have 70 grams of KNO3 at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).
The solution is already saturated so you do not have to do anything to the beaker.
II. Soluble vs. Insoluble
Directions: U se your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.
Compound Soluble or Insoluble Identify the Rule # Used
Sodium chloride Soluble 3
Silver nitrate Soluble 2
Ammonium nitrate Soluble 2
Calcium carbonate Insoluble 8
Insoluble 7
Zinc sulfide Insoluble 3
AgCl Soluble 5
Insoluble 10
Na2 S O4 Insoluble 3
Calcium phosphate
PbBr2
III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:
Reaction #1
Potassium Chloride + Silver Nitrate → Potassium Nitrate + SIlver Chloride
Ions
KCI - AgNO3 - KNO3 - AgCl
Reaction
Soluble/Soluble
Soluble/Insoluble
Reaction #2
Lithium Phosphate + Calcium Sulfate = Lithium Sulfate + Calcium Phosphate
Ions
FeLiO 4P - CaSO4 - Li2SO4 - Ca3(PO4)2.
Reaction
Insoluble/Soluble
Soluble/Insoluble
IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final beaker. Your conclusion should also discuss the % of Oxygen between
2 of the compounds in the same reaction.
In the 1st reaction all the compounds were soluble except for silver chloride. The
compounds in this reaction were Potassium Chloride, SIlver Nitrate, Potassium Nitrate, and
Silver Chloride. I will be focusing on Potassium Nitrate and Silver Nitrate. As you can see in the
math steps Potassium Nitrate has 47.0% of oxygen and Silver Nitrate has 28.2% of oxygen. In
conclusion Potassium Nitrate has more oxygen.
K (1) 40 - 39.2%
N (1) 14 - 13.7%
O (3) 48 - 47.0%
Total: 102
Ag (1) 108 - 63.5%
N (1) 14 - 8.2%
O (3) 48 - 28.2%
Total: 170
V. What is wrong with the following formula: Na2 ( PO4 )
#3 Activity: Conservation of Mass Investigation
Question:
Are the masses of baking soda and vinegar conserved when I mix them together in an open
system?
Background:
Scientific observations reveal that matter cannot be created or destroyed. Since the late
1700’s, chemists have used this observation to help them understand what happens during a chemical
reaction. Originally, for example, scientists observed the products of burning substances and concluded
that everything burnable contained a material called “flame stuff,” which was lost in the fire and ashes.
One scientist found that the ashes sometimes had more than the original substance. Did the burning create
matter? He correctly hypothesized that the burning substance combined with a reactant in the air.
Experiments showed that the reactant was oxygen. In this experiment you will attempt to show that the
mass of the reactants in a chemical reaction equals the total mass of the products.
Problem Statement:
What is the relationship between the mass of the reactants and the mass of the products in the
following chemical equation?
Hypothesis:
Reaction: ___NaHCO3 → ___NaOOCCH3 + ___H20 + ___CO2
___CH3C OOH + (Sodium bicarbonate) (Sodium acetate) (water) (carbon dioxide)
(Acetic acid) _____g ________________ g _____ g
4
____ g 2 3
1
Formula weights Products
Reactants
Procedures:
1. Obtain the mass of the empty flask. R ecord
2. Obtain the mass of the empty balloon. Record
3. Place 60 ml of acetic acid in the flask. (Use graduated cylinder)
4. Determine the mass of the acetic acid by obtaining the mass of the flask and acid
together and subtracting the original mass. R ecord
5. Using techniques learned during previous lessons, place 5 grams of Sodium bicarbonate
in the balloon.
6. Secure balloon containing the Sodium bicarbonate over the flask opening and mix the
two substances.
7. After the products have formed, remove the balloon and tie it off safely.
8. Measure the mass of the glass flask. RECORD #3 Sodium Acetate and Water
9. Subtract #3 from the Mass of the Reactants (1 +2). This is the mass of the CO2 in the
balloon.
10. Try to find the mass of the CO2 in the balloon on the balance.
11. How does the mass of the CO2 differ using the 2 different methods? Why are they
different?
12. Perform the %error calculation.
Chart:
Object Mass
Error calculation:
((massp roducts - massreactants) / massr eactants) * 100 = % error
((______ g - _____ g) / ______ g) * 100 = _______ % error
Critical Thinking Questions
1. Identify the Reactants
2. Identify the Products
3. Why were no new elements produced?
4. Construct a graph showing the mass of the elements on the reactants and products.
5. Write a conclusion based on the Law of Conservation of Mass. Use evidence from the
lab in the form of actual Mass (grams) and molecular mass (amu).
● Purpose
● Hypothesis correct?
● Data for support
● Improvements to lab
● In conclusion
● Use transition words
Activity: D etermine which fossil is older
Film: h ttps://classroom.google.com/c/MTYzNTIyMzU3MFpa
Betancourtium Isotope 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
23000
Cabrerianite 100
0
1500 50
3000 25
4500 12.5
6000 6.25
7500 3.125
9000 1.06
10,500 .5
12,000 .25
13,500 .125
15,000 0
Graphs:
Write an Essay that explains which fossil is older:
Fossil A
40% of Betancourtium remaining
In the chart 40% of Betancourtium has about 3,000
Fossil B
35% of Cabrerianite remaining
In the chart 35% of Cabrerianite has about 2,500 years.
In order to determine the age of the fossils, different types of isotopes are used. For example, a
fossil with 40% of B etancourtium is remaining would be 3,300 years old. Alternatively, at 35%
of the Cabreriantie remaining in a fossil, the fossil would be 2,500 years old. By using isotopes,
you are able to determine the age of the fossil. These isotopes show that 40% of
Betancourtium is remaining and 35% of C abrerianie remaining, the fossil with 40%
Betancourtium would be older. This would be a difference of 800 years. I figured this out by
looking at the graph to determine at which point of the half-life C abrerianite would be at 35%.
Therefore, the graphs showed that 40% remaining of Betancourtium, the fossil would be
roughly 3,300 years old, and 35% of the C abrerianite remaining, the fossil would roughly be
2,500 years old. As you can see, by using different isotopes you are able to determine the age
of the fossil.
Chemical Conclusion
In conclusion, the purpose of this experiment was to find the right formula. We predicted
that the fourth would be correct. We were incorrect test tube three had the best spread out
formula. The chemicals that we used in this experiment were Copper Sulfate and Sodium
Hydroxide. Ultimately, the formula that was correct was solution number 3.
Chemistry Test Review - Test will be Tuesday January 31st
Use Quizlet to create a review for the test
1. Atom - t he basic unit of a chemical element. (Small)
2. Nucleus - The large inside part of an atom
3. Proton - The Atomic Number of an element
4. Neutron - has no charge but incraese mass
5. Electron - has no mass but charge of negative one
6. How many electrons in each energy level?
7. Valence Electrons - The amount of electrons on an outside ring Ex. Cl = 7
8. Valence number - The charges of Electrons
9. Atomic Mass - The mass of the atom
10. Mass number - T he total number of protons and neutrons in a nucleus.
11. AMU - Atomic mass unit
12. Alkali Metals - first column
13. Alkaline Earth Metals - The second column in the Periodic Table
14. Boron Family - The column under Boron
15. Carbon Family - the column under carbon
16. Oxygen Family - The column under Oxygen
17. Halogens - the column before noble gases
18. Noble Gases - The column to the farthest right
19. Transition Metals - The metals in the middle if the periodic Table ex. Gold and SIlver
20. Mercury - Liquid Metal
21. Isotopes - e ach of two or more forms of the same element that contain equal numbers of
protons but different numbers of neutrons in their nuclei, and hence differ in relative
atomic mass but not in chemical properties; in particular, a radioactive form of an
element.
22. Ionic Bonding - they transfer electrons from atoms
23. Ions - know common ions
24. Covalent Bonding - Sharing electrons between two elements
25. How do you determine the mass % of an element? Multiple percent and amu + percent x
amu divided by 100
26. Naming Ionic Compounds (Know the difference between Sulfate and Sulfide)
27. Liquid Non-metal
28. Metals vs. Nonmetals vs. Metalloids
29. Where are the metals, nonmetals and metalloids? - metal on left non metals on right
metalloids staircase
30. Luster
31. Malleable
32. Ductile
33. Calculating age of fossils using isotopes - LAB THIS WEEK
Atoms
Your email address ([email protected]) will be recorded when you submit this form.
Not you? Switch account
* Required
What is your name? *
Charlie Fekete
What is your science class? *
2
3
4
7
How many neutrons does silver have? *
47
How many neutrons does uranium have? *
146
How many valence electrons does Magnesium have? *
2
How many valence electrons does Silicon have? *
4
What is the charge of Aluminum? *
+3
What is the charge of Phosphorous? *
-3
What is the Mass Number of Lead? *
207.2 u ± 0.1 u
What is the Mass Number of Tungsten? *
183.84 u ± 0.01 u
How many neutrons does Thalium have? *
123
How many dots would you draw around Sulfur? *
6
What is the formula for Boron Sulfide? *
B2S3
SUBMIT
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This form was created inside of Cheshire Public Schools. R eport Abuse - T erms of Service - A dditional Terms
Forms
Velocity Project
Due: Friday February 17
1. Define the following terms:
Motion - T he action or Speed - T he rate at which Position - A place where
process of moving or being someone or something is someone or something is
moved. able to move or operate. located or has been put.
Distance - An amount of Acceleration - A vehicle's Terminal Velocity - T he
space between two things or capacity to gain speed within constant speed that a freely
falling object eventually
people. a short time. reaches when the resistance
of the medium through which
it is falling prevents further
acceleration.
Time - T he indefinite Initial Velocity - I nitial Displacement - T he moving
continued progress of Velocity Formula. Velocity of something from its place
existence and events in the is the rate that the position or position.
past, present, and future
regarded as a whole. of an object changes
relative to time. Forces
acting on an object cause
it to accelerate. This
acceleration changes the
velocity. The initial velocity,
is the velocity of the object
before acceleration causes
a change.
Velocity - T he speed of Final Velocity - The Key Metric units - T he
something in a given kinematic equations decimal measuring system
direction. describe the motion of based on the meter, liter,
object in terms of constant and gram as units of
velocity or a constant length, capacity, and
acceleration. The velocity weight or mass. The
is of two types that are system was first proposed
initial and final velocity. by the French astronomer
The initial velocity is the and mathematician Gabriel
velocity at the starting Mouton (1618–94) in 1670
point while the final and was standardized in
velocity is the velocity at France under the
the final point of time Republican government in
the 1790s.
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed - The rate at which someone or something is able to move or operate.
Speed is how often and quickly something can move in all directions
Velocity - The speed of something in a given direction.
Velocity is The speed something can move in one direction
3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a data table and graph showing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation: Boston -
Washington D.C.
Mode of Distance (Miles) Top Speed Time
Transportation
Model T Ford 439 45 Mph 9.5 Hours
Hindenberg 439 84 Mph 5.2 Hours
Bullet Train 439 374 Mph 3.5 Hours
A. Fastest Runner
B. Model T Ford
C. Hindenberg
D. Tesla top speed
E. Fastest train
F. F35 Fighter Jet
G. Vehicle of your choice
*Provide a map showing your cities
*Show Detailed Math Steps
4. What would like to see in this city when you arrive? What tourist attraction?
What would you like to eat in this city? What is the basic history of this city?
I would like to see the historical attractions such as The White House or the
Lincoln Memorial
5. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed.
*Include pictures and brief description of each mode of transportation
6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to
A. Sun
Mode of Distance Velocity Time
Transportation 92.95 Mi 1,199 MPH 77531.2761
F35 Fighter Jet
B. Saturn
C. Neptune Name: Charlie Fekete; Kendall Perez
(Use scientific notation) Date 2-22-17 Period S7
Unit 1: Uniform Motion
Worksheet 8
Speed and Velocity Problems
1. What is the average speed of a cheetah that sprints 100 m in 4 s? How about if it sprints
50 m in 2 s?
v = D/T v = D/T
v = 100m/4s v = 50m/2s
v = 25m/s v = 25m/s
2. If a car moves with an average speed of 60 km/hr for an hour, it will travel a distance of
60 km. How far will it travel if it continues this average rate for 4 hrs?
D = VT D = VT
D = 60km/hr (4hr) D = 60km/hr (2hr)
D = 240km D = 120km
3. A runner makes one lap around a 200m track in a time of 25.0 s. What was the runner's
average speed?
Answer: 8.0 m/s
v = D/T v = D/T
v = 200m/25s v = 100m/12.5s
v = 8m/s v = 50m/6.25s
4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly
3.00 × 108 m/s. How far is light year (the distance light travels in a year)?
Answer: 9.50 × 1015 m.
5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
and m/s?
Answers: 58 km/hr, 16 m/s.
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GreenSciencePortfolio-2017-CharlesFeketeClassof2021
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