044 SC 130 Physical science • Name:

slope= ( y2 − y1 ) ( x2 − x1 )
d = ѵt
ѵ= Δd Δt
Gravitational Potential Energy GPE = mgh
acceleration of gravity g = 980 cm/s²
Kinetic Energy KE = ½mѵ²
KE=mѵ2 2
momentum = mass m × velocity ѵ

  1. Tristan starts on a RipStik from a speed of zero at a vertical height of 0.40 meters above the bottom of a slope. The mass of Tristan and the RipStik is 28 kg. The acceleration of gravity g is 9.79 m/s².
    1. _________ __________ Calculate the Gravitational Potential Energy of Tristan and the RipStik at the top of the slope.
    2. _________ __________ Use the relationship Kinetic Energy = Gravitational Potential Energy to calculate Tristan's speed at the bottom of the slope.
    3. _________ __________ Use the velocity to calculate the momentum of Tristan and the RipStik at the bottom of the slope.
  2. Mathematical models Mathematical models on the half shell background rectangle major grid lines axes x-axis and y-axis a square root path a quadratic path data points as circles linear regression line data points as rectangles data points as diamonds text layers Mathematical relationships x-axis labels A B C
    1. _____ Identify by the letter which of the mathematical relationships on the graph represents the time versus distance relationship for a RipStik moving at a constant linear velocity with no acceleration (as in the homework 021 in the second week).
    2. _____ Identify by the letter which of the mathematical relationships on the graph represents the time versus distance relationship for a ball falling under the constant acceleration of gravity g (as in laboratory three).
    3. _____ Identify by the letter which of the mathematical relationships on the graph represents the height versus velocity relationship for a marble rolling from a height h down a banana leaf and onto a flat table (as on Wednesday in class, homework 041).
  3. _________ If one marble collides with a line of five marbles on a ruler track, how many marbles are ejected (go out)?
  4. _________ If two marbles collide with a line of five marbles on a ruler track, how many marbles are ejected (go out)?
  5. Why do you think the marbles know what to do? Explain in your own words but do not use "magic" words that you cannot define. Write your answer using complete sentences.
  6. The graph shows momentum data gathered by a student in physical science. The momentum was calculated by multiplying the mass of the marble by the velocity of the marble for the inbound and outbound marble.
    1. Plot the data provided in the table on the graph below and draw a line through the points.
      Graphical analysis

      Data

      momentum in (g cm/s)momentum out (g cm/s)
      00
      200160
      400320
      600480
      800640
      1000800
      background rectangle major grid lines axes text layers Conservation of Momentum momentum in (g cm/s) momentum out (g cm/s) y-axis labels 0 100 200 300 400 500 600 700 800 900 1000 y 0 200 400 600 800 1000
    2. _________ __________ Calculate the slope of the line.
    3. _________ __________ Determine the y-intercept of the line.
    4. ___________ Was momentum gained or lost?
    5. ___________ Toughie: How much momentum was gained or lost?
  7. On Monday energy was lost. On Wednesday velocity (speed) was lost as a result of a loss of energy. On Thursday those groups that chose to measure speed in versus speed out found that speed was lost. Throughout the week energy, momentum, and velocity were lost. Where did this lost energy, momentum, and velocity go - what was causing the loss and what became of the energy? Explain in complete sentences what you as a scientist think was happening, cite any supporting evidence you might have for your reasoning.