Ava's Science Portfolio

Ava Breton’s Science Portfolio

Table of Contents:
1. Survey Graph Conclusion
2. Experiment Presentation
3. Quiz: Scientific Method
4. Density Lab Report
5. Density Quiz
6. Phase Change of Water Lab
7. Quiz: Phase Changes
8. Boiling Point and Elevation Presentation
9. Mass% Practice
10. Quiz: Classifying Matter
11. Quiz: Solubility
12. #3 Activity: Conservation of Mass
13. Isotope Essay
14. Velocity Project
15. Velocity Worksheet Word Problems
16. Acceleration Worksheet
17. Quiz: Motion
18. GPE Project
19. KE Project
20. Inclined Plane Project
21. Quiz: Inclined Plane
22. More to follow….

Survey Graph Conclusion

Survey Graph Conclusion

1. Data Table
2. Graph
3. Write a short conclusion of 5 sentences

The purpose of this experiment was to find out what animal is the favorite to have in a house.
The results say that the best household pet is the dog. In the information it says that the dog
had 12 tallie marks, cat had 1, and hamster and fish had none. In conclusion, the dog is the
favored household pet.

Favorite
pet Responses

Dog 12

Cat 1

Fish 0

Hamster 0

Experiment Presentation









Quiz: Scientific Method

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
What chemical will work the best to help make more widgets?

Hypothesis
If the water is tested then more widgets will be produced.

Independent Variable

Sodium chloride Magnesium Calcium sulfate Water
hydroxide

Dependent Variable How long the workers work for.
How many widgets produced

Constants​ (Pick 2)
Different groups of co-workers

Control
Water

Basic Procedures:​
(List 5-8 steps)

1. Get all co workers
2. Assign chemicals
3. Have them drink it 3 times a day
4. Do it for one week
5. See the results

Data Table:​ (Place data table here)

Independent Dependant
Variable Variable

Sodium 9
chloride
10
Magnesium
hydroxide 13
15
Calcium
sulfate

Water

Graph:​ (Place graph here)

Conclusion:​ In conclusion Mr. smithers hypothesis was correct. In the data that show water
made the most widgets with 15. Also in the data it shows that the Sodium Chloride produced 9
widgets, Magnesium hydroxide produced 10 widgets, and the Calcium sulfate produced 13
widgets.

Density Lab Report

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

Metal Density (g/cm3)

A 12.34
B 7.56
C 5.32
D 2.65

Make a Graph:

Conclusion:

*Use transition words (Therefore, however, In conclusion…)
1. Purpose of experiment
2. Hypothesis correct?
3. Describe data that supports your hypothesis - Are you able to identify 3 unknowns? Use
evidence from the data table.
4. Which trial would you repeat? Why?
5. What would you improve in this lab?

In conclusion, my hypothesis was correct. In the data it shows, that the lead had a density with
11.89 and letter A had a density of 12.34 so I inferred that they were the same metal. The next
closest was the zinc with 7.13 and letter letter B with 7.56. The next, was the Aluminum with
2.78 and the letter D with 2.65. One trial that I would repeat was the copper because all of the
letters had already been taken and all was left was C with 5.32 and copper had 9.12. That is
why I would have redone the copper and the letter C density.

Density Quiz

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?

M = D*V

M = 6.4 g/cm3​ ​* 79 cm​3

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?

D= m
v
125 g
D= 18 cm3

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

(cm​3)​ ? Explain. ​*Show all work.

Gold Silver

V= m V= m
d d

V= 350 g V= 530 g
19.32 g/cm3 10.5 g/cm3

V = 18.11 cm​3​ V = 50.47 cm3​

The silver had the highest volume with 50.47 cm​3.​ Silver

had the highest volume because it had the highest mass

but the lowest density.

4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.

The titanic sank because when it was floating it had a lower density than 1
because it was mostly air and air is about one thousandth (1/1000) of the
water's density. The way it sank was that they hit an iceberg and then water
started to fill the boat and then the titanic was starting to get a higher
density and started to begin sinking. By the time the water had filled the
boat the boat sunk and it had a higher density. This is why the titanic sunk
after hitting the iceberg.

Phase Change of Water Lab

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. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?

The temperature stays the same at 5 degrees and 98 degrees. Because there
would be the melting point to turn ice into water and then boiling point turning
water in vapor.

2. How would the graph be different if we tried this experiment with Gold?
Explain:

The experiment would be different because Gold wouldn’t have the same reaction
heat as water does.

3. What is the role of energy during the phase changes?
The role of energy in this experiment is heat energy.

4. Describe the motion of the molecules throughout the experiment.
Find diagrams that show the motion.

The molecules throughout the experiment is at first they are tight together
when it is an ice cube. Then the molecules slowly come apart when the heat
is applied and turns into water. Then the molecules go everywhere when
there is vapor.

5. How does the Average Kinetic Energy change throughout the experiment?
It changes by increasing in speed.

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 ​The 400 mL beaker would have more heat energy because
there is more water to heat up.

B. Temperature ​The temperature would be the same
C. Average Kinetic Energy T​ he average kinetic energy is the same for both

beakers
D. Specific Heat T​ he heat is the same amount 1 cal/gC
E. Latent Heat - T​ he heat required to convert a solid into a liquid or vapor, or a

liquid into a vapor, without change of temperature.

Quiz: Phase Changes

Ava Breton
Directions: A​ nalyze 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 193340
Gold 65 g
15 1063 2800 377 0.03 28867

Scientific Method (___ out of 4)
Independent Variable:

Aluminum and Gold

Dependent Variable:
Heat Energy of the metals

Constant:
The Mass

Control:

Water

Hypothesis:

If the heat energy is calculated then Aluminum with have the high
amount of heat energy.

Calculate Heat Energy: SH

Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature *
Heat = Mass * Heat of Vaporization
Heat Energy = Answer to Other Steps Added
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

Gold 65 g 15 1063 2800 377 0.03

*SHOW ALL MATH STEPS * SH
Math Steps (____ out of 4)
A. Aluminum
Heat = Mass * Heat of Fusion
Heat = 65 g * 95 Cal/g
Heat = 6175 Calories
Heat = Mass * Change in Temperature
Heat = 65 g * 1807 C *0.21 Cal/gC
Heat = 24665 Calories
Heat = Mass * Heat of Vaporization
Heat = 65g * 2500 Cal/g
Heat = 162500 Calories
Heat Energy for Aluminum = 193340

B. Gold * SH
Heat = Mass * Heat of Fusion
Heat = 65 g * 15 cal/g
Heat = 975 Calories
Heat = Mass * Change in Temperature
Heat = 65 g * 1737 C * 0.03 ​cal/gC
Heat = 3387 calories
Heat = Mass * Heat of Vaporization
Heat = 65 g * 377 cal/g
Heat = 24505 calories

Heat Energy for Gold = 28867

Graph your results (____ out of 4):

Write a Conclusion (____ out of 4):
In conclusion my hypothesis was correct the Aluminum would take the more amount of
heat to melt it. Aluminum had the heat energy of 193340 and gold had the heat energy of
28867. In the experiment you would have predicted that Aluminum would need more heat
to melt because most of the data numbers were higher than the golds numbers.

Questions:

1. How are Heat and Temperature different for the following pictures of​ ​boiling​ w​ ater?

Explain:​ (Hint: Use the Heat equation)

The heat temperature of the beaker of water and the ocean are different because they
have different mass. The water in the beaker has less mass because there isn’t as much
water in the beaker​ then​ in the ocean. Since the water masses are different then it will
take different amount of heat energy to heat up the ocean then the beaker of water.
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.
The difference between the number is big because in the equations if you multiply the
number by 1 then you will get the same answer. But if you multiply it by 0.03 then the
number will decrease and then it will change the answer. Also with the specific heat of
cal/gC it needs to absorb more heat than the specific heat is 0.03 which doesn’t need to
absorb as much heat.

Boiling Point and Elevation Presentation







Mass% Practice

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. D​ etermine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.

3. Data Table:

Materials Mass % Sample
Large Rocks 37 11.3
Small Rocks 59 18.1
Coarse Grained
Sand 125 38.3
Fine grained Sand 75 23.1
Salt 5 1.5
Copper 25 7.7
Total
326 100

4. Pie Chart:

5. Math Examples

Copper Large Rocks Salt
% = 25 / 326 % = 37 / 326 % = 5 / 326
% = 7.7 % = 11.3 % = 1.5

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:

Materials Mass % Sample
Large Rocks 48 12.7
Small Rocks 78 20.7
Coarse Grained
Sand 56 14.9
Fine grained Sand 175 46.5
Salt
Copper 2 0.7
Total 17 4.5
376 100

4. Pie Chart:

5. Math Examples

Copper Large Rocks Salt
% = 17 / 376
% = 4.5 % = 48 / 376 % = 2 / 376

% = 4.7 % = 0.7

1. A third scientist received a 250 gram sample of Silver Nitrate - ​AgNO​3

This is a pure substance.
2. Chart for Mass % of a Compound

Substance Mass %
250
AgNO3 1

Questions:
1. How are the samples from these scientists different?

They are different because the sand and other rocks are a mixture and the Silver Nitrate is a
pure substance

2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
They are different because in in compounds it can be hard to distinguish but in Heterogeneous
Mixtures you can distinguish the materials easily.

Quiz: Classifying Matter

QUIZ: Classifying Matter

I. Directions: ​Identify 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 A

Copper C

Lemonade B

Rocks, sand, gravel B

Salt Water B

Gold C
Sodium Chloride (NaCl) D
Air B
K2​ S​ O​4 D
Twix, snickers, pretzels, popcorn A

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

Mixture A Mass (g) %

Large Rocks 125 51.8 %

Small Rocks 75 31.3 %

Coarse Sand 32 13.2 %

Iron 9 3.7 %

Mixture B Mass (g) %
Large Rocks 205 52.6
Small Rocks 58 14.9
Coarse Sand 97 24.9
Iron 29 7.6

Calculation Examples ​(Provide 2 Examples showing how you determined the Mass %)

Large Rocks Iron

% = mass/total mass*100 % = mass/total mass*100

% = 205/389*100 % = 9/241*100

% = 52.6 % % = 3.7 %

Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:

K2​ ​SO​4​ - Potassium Sulfate
(Show Math Here)

K(2) = 78/174*100 = 44.8%

S(1) = 32/174*100 = 18.5%

O(4) = 64/174*100 = 36.7%

+__________+_________

174 amu 100%

Na​3​PO​4​ - Sodium Phosphate
(Show Math Here)

Na(3) = 66/160*100 = 41.3%

P(1) = 30/160*100 = 18.7%

O(4) = 64/160*100 = 40%

____+__________+_____________________

160 amu 100%

IV. Conclusion: ​Explain the difference between Mixtures and Compounds using data. Compare
the pie charts.
In conclusion the different between Mixtures and compounds is that in components there are
specific numbers that correspond with the compound but for mixtures there can be different
types of masses. For example, Oxygen the standard atomic weight is 16 and it will always be
16, but for the large rock the mass of it will always be different. In the first graph the large rock
mass is 125 grams and the % is 51.8, but is the second graph the % ffor the large rocks is
52.5% because the mass change to 205 grams. But if you did this with compound nothing would
change.

First Graph Second
Graph

Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.

Quiz:Solubility

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?
15 g
2. What is the Solubility of NH​4C​ l at 70 C?
60 g
3. What Temperature would 80 grams of KNO​3​ completely dissolve and become saturated?
50 ​degrees
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?
You would have to take away 27 grams of NaNO​3 ​ away because it was unsaturated.
5. Suppose you have 120 grams of NaNO​3​ at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)
You would have to raise the temperature up to 55 degrees.

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?
You would have to add 15 grams of KNO​3​ because it is supersaturated
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).

To make the KNO3​ ​saturated you would have to add 30 grams of KNO3​

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 1&3

Silver nitrate Soluble 4

Ammonium nitrate Soluble 2

Calcium carbonate Insoluble 8

Zinc sulfide Insoluble 7

AgCl Insoluble 3

Na​2​SO4​ Insoluble 5
Calcium phosphate Insoluble 10

PbBr2​ Insoluble 3

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
K​+1C​ l​-1
Ag​+1N​ O​3-​ 1 = K+​ 1​NO​3​-1 Ag+​ 1C​ l​- 1

KCl + AgNO3​ ​---> KNO​3 + AgCl
S S I
S

l

Reaction #2

Lithium Phosphate + Calcium Sulfate ----> Lithium Sulfate + Calcium Phosphate

Li+​ 1 P​ O4​ ​-3 Ca​+2S​ O​4​-2 = Li​+1S​ O4​ ​-2 Ca​+2​PO4​ -​ 3
Li​3​PO4​ CaSO4​ = Li2​ S​ O​4 Ca​3​(PO4​ ​)​2
=
S S S I

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 conclusion reaction 1 wat put into the beaker and then it was heated up. After it was heated
the ions started dissolving such as KCl, AgNO3​ ,​ KNO3​ ​ but only one didn’t dissolve. The reason
is because AgCl is insoluble that means that it can’t dissolve in water. All of the other compound
could but not the AgCl because it is insoluble. The percent oxygen of AgNO​3​ and the oxygen
percent of KNO3​ a​ re are very similar. In AgNO​3 t​ here are three oxygens in the entire compound
and that is the same as KNO​3.​

V. ​What is wrong with the following formula: ​ (PO​4​)2​ N​ a

This formula is flipped because PO​4 ​ should be second and the Na should be first. The
reason why is because PO​4​ is a negative ion and Na is a positive ion, and the positive
ions always go before the negative ions.

#3 Activity: Conservation of Mass

#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:

If baking soda and vinegar mixed together, then the masses of both were conversed

Reaction: ___CO​2

___CH​3C​ OOH + ___NaHCO​3 ​ ​→​ ___NaOOCCH3​ ​ + ___H​20​ +

(Acetic acid) (Sodium bicarbonate) (Sodium acetate) (water) (carbon dioxide)

____ g ____5g ________________ g _____ g

12 3 4

Formula weights

Reactants Products

Procedures:

1. Obtain the mass of the empty flask. ​Record

2. Obtain the mass of the empty balloon. R​ ecord

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

Flask 108.5g

Balloon 2g

Blue container 2.5g

Graduated cylinder 48.5g

Cylinder with 60ml 55.5g

Blue container with 11g
baking soda

Baking soda 8g

Flask with vinegar 167g

Vinegar 58.5g

Flask + baking 160g
soda + vinegar +
balloon

CO2​ 50g

Error calculation:
((mass​products​ - mass​reactants​) / 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 s​ howing 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

Isotope Essay

Chemical Formulas I and II Lab

Chemistry I Review

Atomic Structure: Google Form

Velocity Project

Velocity Project

Due: Friday February 17

1. Define the following terms:

Motion - the process of Speed - a way of measuring Position - ​ location relative to a 
moving how quickly something is reference point
moving

Distance - ​how far apart two  Acceleration - the rate of Terminal Velocity - a​ ir resistance 
equals in magnitude the weight 
objects are change
of the falling object

Time -m​ easurable quantity in  Initial Velocity - is the velocity Displacement - the act of being
moved
which events occur, that is  of the object before

continuous acceleration causes a change.

Velocity -​the rate that the  Final Velocity - The kinematic Key Metric units - quantifiable
position of an object  equations describe the motion measure that is used to track
of object in terms of constant and assess the status of a
changes relative to time. velocity or a constant specific business process.
acceleration.

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
The difference is that velocity has direction and speed does not.
3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a​ data table and graph s​ howing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation:

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

Data Table

Transportatio How long it is going to take in hours
n Mph 28 335.5 hours
155 60.6 hours
Fastest 1200 7.8 hours
Runner

Tesla Top
Speed

F35 Fighter
Jet

Graph

Fastest Runner:

T= Distance = 9,394 mi = 335.5 Hours
Speed 28 mph

Tesla (Top Speed)

T= Distance = 9,394 mi = 60.6 Hours
Speed 155 mph

F35 Fighter Jet

T= Distance = 9,394 mi = 7.8 Hours
Speed 1 200 mph

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?
The beaches and the water. Also the view is beautiful.

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

Fastest Runner: 18% increase

T= Distance = 9,394 mi = 284.7 Hours
Speed 33 mph

Tesla (Top Speed): 18% increase

T= Distance = 9,394 mi = 51.6 Hours
Speed 182 mph

F35 Fighter Jet: 18% increase

T= Distance = 9,394 mi = 6.6 Hours
Speed 1,416 mph

6. Use a math calculation to show how long it would take the F35 Fighter Jet to

get to

A. Sun

T= Distance = 9.3 x 107miles = 7.75 x 104​
Speed 1.2 x 103 M P H

B. Saturn

T= Distance = 1.2 x 108 miles = 1 x 105​
Speed 1.2 x 103 M P H

C. Neptune

T= Distance = 2.7 x 108 miles = 2.25 x 10​5
Speed 1.2 x 103 M P H

Velocity Worksheet Word Problems

Unit 1: Uniform Motion Name: Kate, Colleen, Ava, and Avery
Worksheet 8 Date: 2/22/17 Period: S2

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?

25 m per 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?

- After 4 hours, the car will travel 240 km

3. A runner makes one lap around a 200 m track in a time of 25.0 s. What was the runner's

average speed? Answer: 8.0 m/s

200 m /25 s =

4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly
3.00 ​×​ 10​8​ m/s. How far is light year (the d​ istance​ light travels in a year)? Answer: 9.50
×​ 101​ 5​ 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.

6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet
to strike a target 3240 m away?

- 4.5 s.

7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 ×​ ​ 10​8​ m/s.

In kilometers, how far is the earth from the sun? Answer: 1.5 ×​ ​ 10​8​ km.

8. *An auto travels at a rate of 25 km/hr for 4 minutes, then at 50 km/hr for 8 minutes, and
finally at 20 km/hr for 2 minutes. Find the total distance covered in km and the average
speed for the complete trip in m/s. Answers: 9 km, 10.7 m/s.

9. *If you traveled one mile at a speed of 100 miles per hour and another mile at a speed of
1 mile per hour, your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph.
What would be your average speed? (Hint: What is the total distance and total time?)
Answer: 1.98 mph.

10. *What is your average speed in each of these cases?

a. You run 100 m at a speed of 5.0 m/s and then you walk 100 m at a speed of 1.0
m/s.

b. You run for 100 s at a speed of 5.0 m/s and then you walk for 100 s at a speed of
1.0 m/s. Answers: 1.7 m/s, 3.0 m/s.

11. *A race car driver must average 200 km/hr for four laps to qualify for a race. Because of
engine trouble, the car averages only 170 km/hr over the first two laps. What average
speed must be maintained for the last two laps?

200 km/hr/170 km/hr =1.2 km/hr

12. *A car traveling 90 km/hr is 100 m behind a truck traveling 50 km/hr. How long will it
take the car to reach the truck?

T=D/R T=100 m/ 90 km/hr = 1.1 HR

13. The peregrine falcon is the world's fastest known bird and has been clocked diving
downward toward its prey at constant vertical velocity of 97.2 m/s. If the falcon dives
straight down from a height of 100. m, how much time does this give a rabbit below to
consider his next move as the falcon begins his descent?

- About 1.02 seconds

More Speed and Velocity Problems

14. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.20 s later. Assume that the speed of sound in air is
340.0 m/s. How deep is the canyon?

- 1768 feet

15. The horse racing record for a 1.50 mi. track is shared by two horses: Fiddle Isle, who ran
the race in 143 s on March 21, 1970, and John Henry, who ran the same distance in an
equal time on March 16, 1980. What were the horses' average speeds in:
a. mi/s?
- 1.01 mi/second
b. mi/hr?
- 37 mi/hr

16. For a long time it was the dream of many runners to break the "4-minute mile." Now
quite a few runners have achieved what once seemed an impossible goal. On July 2,
1988, Steve Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what
was Steve Cram's average speed in:
a. mi/min? 1 / 3.81 min
b. mi/hr? 16 miles per hour

17. 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
35.0 m, at a speed of 3.50 m/s. The second hallway is filled with students, and she covers
its 48.0 m length at an average speed of 1.20 m/s. The final hallway is empty, and
Suzette sprints its 60.0 m length at a speed of 5.00 m/s.
a. Does Suzette make it to class on time or does she get detention for being late
again?
- No, she will be late again
b. Draw a distance vs. time graph of the situation. (Assume constant speeds for each
hallway.)

18. 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 2.52 s 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?

19. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent
years some rural stretches of highway have increased their speed limit to 104.6 km/hr (65
mi/hr). In Maine, the distance from Portland to Bangor is 215 km. How much time can
be saved in making this trip at the new speed limit?

20. 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 0.2000 m/s while the rabbit runs
the first 200.0 m at 2.000 m/s The rabbit then stops to take a nap for 1.300 hr and
awakens to finish the last 800.0 m with an average speed of 3.000 m/s. Who wins the
race and by how much time?

-

21. Two physics professors challenge each other to a 100. m race across the football field.
The loser will grade the winner's physics labs for one month. Dr. Rice runs the race in
10.40 s. Dr. De La Paz runs the first 25.0 m with an average speed of 10.0 m/s, the next
50.0 m with an average speed of 9.50 m/s, and the last 25.0 m with an average speed of
11.1 m/s. Who gets stuck grading physics labs for the next month?