Science

Proficiency 5- Explain how alternate forms of energy can be utilized to influence U.S. energy needs.

A Energy Efficient Planet

Picture, everything being powered by nature. Wind, solar, and ocean energy generating our homes and electronic objects.  Since everything is powered by nature there is no need to spend massive amounts of money to heat our homes, fuel our cars, and light up the buildings. By saving this money we could use it to educate our country more, feed the poor, and create more jobs that millions need. Nature is in perfect balance so why not take advantage of its power to help our country and make it a better place.

Our country spends over 1.2 trillion dollars per year in energy costs. If each household installed water-efficient appliances we could save over 3 trillion gallons of water per year and 18 billion dollars per year. By using natural powered appliances we can save water, money, and energy. Also by using energy efficient appliances we would help stop global warming and save many natural resources that would be lost. Although renewable resources such as wind and solar energy can only go so far they would help save our economy by not spending trillions on energy, save water with natural powered appliances, and help save our planet by reducing carbon dioxide emissions and other pollution causing global warming.

Oil and coal are one of our country's top produced products, but takes millions of years to make and is a non-renewable resource. Now more than ever our country is using oil to power cars, make plastics, and to create electricity. Our country is currently working on finding an alternative resource to oil and coal because once it is gone our country could have an economic collapse. Currently our country does not have enough oil to supply the entire U.S. so we have to import it from places like Saudi Arabia and Venezuela. Importing this resource costs trillions of dollars that could be saved by finding an alternative resource to oil and coal.

Our country is wasting trillions of dollars by powering our homes with non-efficient appliances, using over 140 billions of gallons per year on oil, and not using enough renewable resources. This can all be solved or reduced by finding alternatives to oil, powering more wind mills, and reducing carbon dioxide and other pollution levels. By using natural energy our country will save money and our planet will no longer have smog filled air and be all around, cleaner.

Citations- http://www.city-data.com/forum/politics-other-controversies/158165-two-countries-do-we-import-most.html, http://www.warresisters.org/pages/piechart.htm, http://greenanswers.com/q/185353/products-shopping/appliances/how-much-energy-can-we-save-making-our-appliances-more-efficie, and http://www.green-energy-efficient-homes.com/electricity-off-one-minute.html

 Proficiencies

Proficiency 1- Experiment and explain how Newton's Laws of Motion apply to the physical world (applies to Newton's 1st, 2nd, and 3rd laws) 
This problem meets the 1st proficiency by using a real life situation. The angle of a hill could determine the momentum of the car, say there was another car 2 feet after the end of the hill. Depending on the angle, the other car might be pushed further or a lesser distance. If you tested this on several different hills with different angles, the results might be similar to the ones we received.

Problem- What angle of the ramp will cause the car to push the block the furthest?

Hypothesis- For this experiment I think that the steeper the ramp is the more momentum the car will gain so when it hits the block it will have more force therefor pushing the block the furthest.

Experimental Design

Materials- Protractor, Ramp, Toy car, Block, and Ruler

Variables-

         IV- Angle of ramp

         CV- Size of ramp, same toy car, same place ramp is taped on wall, block is same distance  from end of ramp, same size of protractor

         DV- Distance block is pushed

Observation-

Newton's Laws & Gravity Lab
	Trial 1	Trial 2	Trial 3	Trial 4	Average
Angle
40	8.3	9.4	9.3	9	9
60	5.4	5.9	4.6	6.3	5.55
80	4.6	4	5.4	5.6	4.9
Measured in cm.

Observation Paragraph- After the first trial for each angle we found that the higher the angle the lower distance the block would travel. After the second trial the results for 40 degrees were 9cm, for 60 degrees 5 cm, and for 80 degrees 4 cm. The results for the second and third trial were the same as the first based on distance pushed which was clearly shown in the graph. The things we did to eliminate external variables were placing the ball at the same place on ramp, taping the ramp at the same place on the wall, placing the block the same distance from the ramp, using the same size ramp and car, and using the same size protractor to measure the angle. By eliminating external variables this makes our experiment more accurate and more likely to find the solution to our problem. 

 Conclusion- In this experiment we tried to find what angle would make the ball push the block the furthest, 40, 60, and 80 degrees. To start this experiment we would place the toy car at the top of the ramp and release it, then measure the distance it traveled. In my hypothesis I predicted that the steeper the angle the further the block would be pushed and based on the experiment I was proved incorrect. I think this happened because the distance between the ramp and block is less than a steeper angle so it would lose acceleration making it able to push the block the furthest.

Explanation- 

"How does this make any sense?" you silently think to yourself. Mr. Smith had been teaching you this for weeks and you still don't get Newton's Laws. "Psh, how does an object in motion will stay in motion and an object at rest will stay at rest unless acted upon by an outside force make any sense. This Newton guy must have been a genius to figure this out."
Mr. Smith asks you to stay after class because he notices you don't have a clue what any of these laws mean. 
He says, " Micheal, are you sure something isn't wrong? On your last quiz you got a 65% and it seems like you have a blank face every time I call on you to answer a question. Maybe I can call your parents and ask for you to stay after school so we can help you relate to these laws." Although you don't want to stay after you know that that is what will be best for you and after the phone call Mr. Smith said to come to his room promptly after the last bell.

The last bell rings and it's the moment you've been dreading, Science. Slowly shuffling your feet up the stairs Mr. Smith greets you at the door and says, "Lets get started. So, tell me what don't you get about Newton's Laws?" You respond, "Pretty much everything." Mr. Smith says, "Hmm, I see. Well I do know that you are interested in racing so there is something you can relate to." Nodding your head in agreement he continues, "So picture yourself on a dragster, practicing to get faster for the big race. You start at the top of the ramp and the light turns green, but you notice there is something unusual about this course. There is a huge wooden block at the bottom. You press your foot on the pedal and slam it all the way to the ground once you hit the block it travels a few feet from the impact. You in the car were an object in motion and you would've kept driving unless the block wasn't there, the block was an object at rest and was acted upon by an outside force, which was you driving the car. If you hadn't hit the block it would've remained at rest. So the rule an object in motion will remain in motion and an object at rest will stay at rest unless acted upon by an outside force makes perfect sense." Once again nodding your head in agreement he continues, "For the second law of mass, force, and acceleration picture yourself at the top of the ramp again. The angle of the ramp has an affect on how far the block is pushed also. When the ramp gets steeper there is a greater change in direction which makes the car decelerate faster, but there is less force pushing on the block because of the deceleration rate making the block not travel as far. So do you understand that law?" Micheal replies, "Actually yes, when you relate the laws to something I like it makes perfect sense." With a smile Mr. Smith says, "Fantastic, there is one more law for you to understand. For every action there is an equal or opposite reaction. This is Newton's third law, which is very easy to understand if you use logic. When the car hit the block it created a force to move the block, but once you hit the block you bounced off because of the force. So when you hit the block it was an equal reaction causing you to bounce back a few feet." Surprisingly you reply, "Wow that was easy. I think I fully understand Newton's Laws of Motion!"


Proficiency 2- Friction Experiment

Problem-Does the surface the ball is rolling on affect how far it rolls after it  leaves the inclined plane?

Hypothesis:

I think that the smoother the surface is the further the ball will travel once it leaves the incline plane because without the drag on other surfaces it will gain momentum and travel further after it leaves the incline plane.

Experimental Design-

Materials-

• Golf ball
• Inclined plane that is  feet long at an angle of 50 degrees
• Ruler or tape measure
• Three different surfaces besides the one track is made of

Variables-

CV- Area of testing, weather of testing, angel/size of inclined plane, ruler, same person releasing ball, golf ball

IV- Surface of track 

DV- Distance ball rolls after it leaves the inclined plane

CONTROL- None

Procedure-

1. Gather all materials.
2. Position inclined plane in an open area.
3. Hold golf ball at top of inclined plane.
4. Drop ball and let it roll off the inclined plane until it completely stops. 
5. Using a tape measure or ruler, measure the distance it rolled from the end of the inclined plane. 
6. Repeat steps 2-5 two more times.
7. Repeat steps 2-6 three more times with each surface type.
8. Record data.
9. Clean up all materials. 

OBSERVATION:

Friction Lab
Surface	Trial 1	Trial 2	Trial 3	Average
Wood	119	122	115	118.6 repeating
Carpet	97	106	114	105.6 repeating
Paper Towel	115.5	122.5	111	116.3 repeating
Cotton- Snow Cover Blanket	108	104.5	115.5	109.3 repeating
Measured in centimeters

Observation Paragraph- In the first trials we predicted that the smoother the surface the faster the ball would travel making it go a further distance. Within the first trial for each surface we were already noticing a pattern that our prediction was correct as shown in the graph. We eliminated external variables by placing the ball on the same spot on the ramp, using the same tape measurer, using the same golf ball, same area of testing, angle of the ramp, and the same person releasing the ball.

 Conclusion- As a group we tried to figure out what surface would make the ball travel furthest once it left the inclined plane. I felt that the ball would travel farther when it was on a smoother surface because it would provide less drag and it would gain more momentum. First in our experiment we placed the ball at the top of the ramp and released it. Then once the ball had stopped rolling we measured how far it traveled from the bottom of the ramp to the stopping point of the ball. We tested each surface 3 times each and compared the results to find that the smoother the surface the farther it traveled, making my hypothesis correct. To eliminate external variables we had the same angle of the ramp, the same person release the ball, the same place the ball was released, and the same location of the experiment. If I would have done this experiment again I would not have changed the way we solved this problem. 

Explanation- You just can't understand it, "How in the world does friction and gravity apply to Newton's Laws of Motion?" Suddenly you doze off into a day dream. "Vroom,Vroom", your sitting in a toy car racing down a ramp in toy car against your friends. Your car is on wood, Sarah's is on carpet, Kyle's is on paper towel, and Grace's is on a cotton blanket. The neon light turns green and your foot pushes the pedal to the floor. Everyone is competing for first but with everyone's surface being different the only thing that will save you is the smoothest track. The wheels are sparking and and your in lead, the friction from the wheels and wood makes your car go fastest and with the gravity keeping your car on the ground you gain more speed.  Only 500 meters left and Sarah is in last, Grace is in 3rd, Kyle is in second, and your in first. You pass the finish line and the crowd goes wild. "Tyler, Tyler, TYLER!" your teacher says. You awake startled but now understand the rules of Friction. 

Proficiency 3

Problem- Does the angle of the ramp affect a marbles rate of deceleration?

Hypothesis- Yes it will affect the rate of deceleration. I think that the lower the angle the less time it will take for the car to slow down because not a lot of momentum will be gained, therefore making it easier to slow down.

Experimental Design-

Materials- Toy car, ramp, protractor, 3 stop watches, marble

Variables-

IV- Angle of ramp

CV- marble, same place on ramp marble is released, same person releasing marble, same people timing stop watches, same protractor, location of experiment

DV- Rate of Deceleration

Procedure-

1. Gather all materials
2. Set up ramp so it is at _____ cm on wall (_____ degrees)
3. Make sure it is stable and will not collapse
4. Mark 60 cm out from end of ramp
5. Mark 20 cm from beginning of ramp
6. Mark (put a piece of tape) at 40 cm
7. Place marble at top of ramp
8. Get 3 stopwatches ready
9. Release the car
10. Start the first stopwatch and stop it when the car finishes at 60 cm
11. Start the second stopwatch at the end of the ramp and stop it at 20 cm.
12. Repeat steps 2-12 three more times
13. Repeat steps 2-13 three more times decreasing at 20 degrees at the end of ramp each time
14. Clean up materials

Observation-

Based on the results we received, our hypothesis was correct. In the first trial we tested the marble's rate of deceleration by putting the ramp at several different angles. After the first test we predicted that the smaller the angle the lower the rate of deceleration would be because the distance from the top of the ramp to the ground would get smaller, it would take less time for the marble to slow down.

Speed & Acceleration Lab
Angle	Trial 1	Trial 2	Trial 3	Trial 4	Average
50	-129.31	-128.74	-90.4	-66.81	-103.815
30	-59.21	-52.24	-50.9	-64.37	-56.68
10	-18.1	-11.1	-10.55	-13.79	-13.385

Conclusion- In this experiment we tried to figure out how speed and acceleration applied to Newton's Laws of Motion by finding the rate of deceleration of a marble on a ramp at 3 different angles, 50, 30, and 10 degrees. To start this experiment we needed to gather all the materials then place the ball at the top of the ramp and release it. Then we timed the whole distance (180 cm), the 1st third, and the last third. I predicted that the steeper the ramp was, the greater the rate of deceleration would be, and I was correct. In the 50 degree trial, the marbles average rate of deceleration was -103.815 compared to the 10 degree trial which was -13.385. To eliminate external variables we had the same person release the ball, the same distance between tape measurement, same place on ramp marble was released, location of experiment, and same people timing the marble. If we did this experiment again I would not have changed the way we executed this experiment. 

Explanation- This was the hardest thing you have ever faced. The understanding of speed, velocity, and acceleration. As you sit in the silent room, footsteps of the teacher pacing, and your face flushes from the heat of not understanding, it all begins to set in. The question- Does the angle of the ramp affect a marbles rate of deceleration? Suddenly you remember something your mother used to tell you to figure it all out. 
Her voice pops into your head, "First speed is a rate of motion; Acceleration is the increase of speed and velocity, and speed is basically velocity. Also acceleration is the time rate of change in speed, meaning that acceleration is the amount of time it takes an object to change speed. You find acceleration by subtracting the initial velocity from the final velocity, this is used to figure out the rate of acceleration or in this case deceleration." You figure out the question with ease and turn in your test, praying for an A+.
The week later Mrs. Danson hands back your test with your eyes closed, hoping for an A, and fingers crossed she places it on your desk. She says "Congratulations, you got the best score in the class." Stunned you check to make sure it has your name on the paper, sure enough it does. In your mind you think, "What would I do without my mom."

Proficiency 4

Problem-Rube Goldberg

Experimenting with the Proficiency

Eliminating External Variables

Effectively Explaining the Proficiency