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PHSC 100 Bowie State University Heat Loss and Change in Temperature Lab Report
Physical Science (PHSC 100) Virtual Lab Expt. # 5: Heat Loss and Change in TemperatureName: ________________________ Secti ...
PHSC 100 Bowie State University Heat Loss and Change in Temperature Lab Report
Physical Science (PHSC 100) Virtual Lab Expt. # 5: Heat Loss and Change in TemperatureName: ________________________ Section: _______ Date: ______Note on this virtual experiment Read the introductory principle, procedure and experimental materials outlined below, and understand as to how this virtual experiment would be conducted under real lab condition to generate the data supplied in Tables 1 below. After clearly understanding the procedure and the formula for the calculations, complete the blank columns with calculated data, write brief discussions as per the guideline, and Submit it back in the Drop Box. IntroductionHeat always flows from objects of high temperature to those of low temperature, until the temperature reaches equilibrium. If hot water is left at room temperature it will lose heat until the temperature reaches its surroundings. The amount of heat lost (Q) is proportional to the mass and specific heat capacity of the material and the change in temperature. This can be determined using the following equation: Q = mcΔT Where Q is the quantity of heat lost in calories, m is the mass (in gram, 1 ml = 1g for water), c is the specific heat capacity (1.0 cal/g 0C for water) and ΔT is the change in temperature in Celsius.The objective of this experiment is to study the quantity of heat lost and the change in temperature of hot water under covered and uncovered conditions. Materials Required
• Hot plate
• cardboard covers with holes
• Beaker
• Styrofoam cups
• Thermometer
• Graduated cylinder
• Stopwatch
ProcedureHeat Loss and Change in Temperature
A litter of water is brought to boiling in a pan on an electric hotplate.
100 ml of hot water is poured into cup #1 and another 100ml of hot water into cup #2 and the temperatures measured with separate thermometers.
Cup # 1 is left uncovered and cover cup #2 is covered with a piece of cardboard with a hole in the center for inserting a thermometer. The thermometers are left to stay in both covered and uncovered cups for continuous temperature measurement.
The initial temperature for both covered and uncovered cups is measured and recorded in the appropriate column on the data table for both covered and uncovered at 0 minute and from then on at 10-minnutes intervals for 40 minutes.
Data Calculation and Interpretation AssignmentFirst calculate the change in temperature (∆T) for each time interval always by subtracting the temperature at each time interval from the initial temperature (temperature at 0 min) and enter values in the change in temperature column. Do this for both covered and uncovered cups. Then calculate the total quantity of heat (Q=mcT) and heat loss (Q = mc∆T) in calories for each time interval for both covered and uncovered cups and enter values in the appropriate column. Where Q = total quantity of heat, m = mass of water (1 ml=1g), c= specific heat of water, which is 1cal./g/0C, and ∆T =change in temperature in 0C. Calculate and fill out all blank columns.Table. 1. Heat Loss / Heat Gain Q = M.C.∆T Q = quantity of heat, M = mass of water (1 ml of water = 1g) C = specific heat capacity of water (1cal/g/0C), ∆ T = change in temperature
Time(min)
Uncovered Cup
Covered cup
Heat Ratio:Total Q-uncoveredTotal Q-covered
Temp (T) cup #1 (0C)
Total Q(MCT) (Cal.)
∆ T (0C)From initial
Heat lossQ= MC∆T(cal.)cumulative
Temp.(T) cup #2 (0C)
Total Q (MCT)(Cal.)
∆ T (0C)From initial
Heat lossQ= MC∆T(cal.)(cumulative)
0 min
85
--
---
85
--
---
10 min
52
66
20 min
45
55
30 min
39
47
40 min
34
41
DiscussionIn the lined space below, briefly describe your experimental results by comparing the change in temperature (T) and total quantity of heat (Q) through time, for the covered and uncovered cups. Also give possible explanations for the differences in the rate and quantity of change in Q and T values under the two conditions (covered and uncovered). What does the heat (Q) ratio, between the uncovered and covered cups, through time indicate to you?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab ...
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab we will explore the concepts of
potential and kinetic energy and energy conservation. We’ll first examine a hypothetical roller
coaster design to learn more about the interplay of potential and kinetic
energy. In the second part of the lab,
we will use a rubber “popper” to directly experiment with energy.
This activity is based on Lab 11 of the
eScience Lab kit.
Our lab consists of two main
components. These components are
described in detail in the eScience manual.
Here is a quick overview:
In the first part of the lab, you will be
presented with a diagram of a rollercoaster. Based on your knowledge of potential and
kinetic energy and energy conservation, you will answer a series of
questions on the design. This
activity dovetails well with the Instructor’s
Commentary on roller coasters.
In the second part of the lab, you will work with
a rubber popper to explore concepts such as potential energy, kinetic
energy, and energy conservation.
Take detailed
notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your
experimental methods and observations. Record all of your data in the table that is provided
in this document.
Experiment Tips:
·
Place
the popper on a smooth flat surface like a linoleum floor. I recommend placing the popper on the floor
since it travels a good height. When I
initially ran the experiment on my kitchen table, the popper hit the ceiling.
·
I
recommend recruiting a lab assistant when you run the popper experiment. When you turn the popper inside out and place
it on the ground, it takes off in short order.
I recommend having another person set the popper up while you time its
flight and measure its maximum height.
Date:
Student:
AbstractBackroundOverviewHypothesis
Introduction
Material and Methods
Results
Data tables for the popper experiment:
Maximum height test
Trial
Height
(meters)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Flight time test
Trial
Total
flight time (seconds)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Analysis and Discussion
Roller coaster exercise
Consider the
following roller coaster layout taken from the eScience manual:
[img width="475" height="221" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg" alt="Description: RollerCoasterDiagram" v:shapes="Picture_x0020_1">
Based on your
understanding of energy concepts, please answer the following questions. Make sure to include detailed physical
arguments.
· What happens to the roller coaster’s
kinetic energy between points B and C? What
happens to its potential energy between these points?
· Why is it important for A to be higher
than C?
·
125
· If the roller coaster starts at point A,
can it ever go higher than this point? What causes the roller coaster train to
lose energy over its trip?
· List the points in order of greatest
potential energy to least.
Popper energy experiment
Based on your
results from the popper energy experiment, please answer the following
questions:
1. What is the gravitational potential energy
of the popper at its average measured maximum height?
Use g = 9.8 m/s2,
and a mass of 0.01 kg.
Potential energy = mgh =
2. Use the following kinematic equation to
calculate the initial velocity of the popper based on how long it is in the
air:
h = h0 + v0t
‐½ gt2,
where the final height h = 0
and initial height h0 = 0 after the popper travels up and down over
your measured time t.
3. 127
4. Use the calculated value for the initial
velocity to find the kinetic energy of the popper right as it “pops” up.
5. Compare your answers for potential energy
and kinetic energy. Are they the same,
or close to the same?
6. Is the energy stored in the popper rubber
before it “pops” more or less than the energy the popper has at its total
height? Why?
Conclusions
References
SCI 210 Climate Change & Water Rise in Bodies of Water Essay
Climate Change and Water Rise in Major Bodies of Water
Cause and effect of climate change and the rise in water level of c ...
SCI 210 Climate Change & Water Rise in Bodies of Water Essay
Climate Change and Water Rise in Major Bodies of Water
Cause and effect of climate change and the rise in water level of coastal areas and other bodies of water.
Read Climate Impacts on Coastal Regions Century https://www3.epa.gov/climatechange/impacts/coasts.html
Read Climate Change http://www.chesapeakebay.net/issues/issue/climate_change#inline
Investigate the Chesapeake Bay and possible effects of climate change https://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming/Effects-on-Wildlife-and-Habitat/Estuaries-and-Coastal-Wetlands/Chesapeake-Bay.aspx
Click on each region of the bay to see how it has been affected. Do you find a difference on the effect at the lower end of the bay and the far top of the bay? What are the conditions in different locations that might contribute to the cause?
Assignment:
locate other bodies of water such as the San Francisco Bay, Great Lakes, or others, and find data on whether the water in these bodies is rising. Then find out what scientists believe is causing it and what effect this is or will have on sea life, vegetation, and or people living in the region. Make a graphic representation of the area, the cause, and effect.
CHM 101L Grand Canyon University Vitamin Chart Activity Worksheet
This assignment requires you to fill out a chart of different characteristics of different vitamins.
CHM 101L Grand Canyon University Vitamin Chart Activity Worksheet
This assignment requires you to fill out a chart of different characteristics of different vitamins.
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PHSC 100 Bowie State University Heat Loss and Change in Temperature Lab Report
Physical Science (PHSC 100) Virtual Lab Expt. # 5: Heat Loss and Change in TemperatureName: ________________________ Secti ...
PHSC 100 Bowie State University Heat Loss and Change in Temperature Lab Report
Physical Science (PHSC 100) Virtual Lab Expt. # 5: Heat Loss and Change in TemperatureName: ________________________ Section: _______ Date: ______Note on this virtual experiment Read the introductory principle, procedure and experimental materials outlined below, and understand as to how this virtual experiment would be conducted under real lab condition to generate the data supplied in Tables 1 below. After clearly understanding the procedure and the formula for the calculations, complete the blank columns with calculated data, write brief discussions as per the guideline, and Submit it back in the Drop Box. IntroductionHeat always flows from objects of high temperature to those of low temperature, until the temperature reaches equilibrium. If hot water is left at room temperature it will lose heat until the temperature reaches its surroundings. The amount of heat lost (Q) is proportional to the mass and specific heat capacity of the material and the change in temperature. This can be determined using the following equation: Q = mcΔT Where Q is the quantity of heat lost in calories, m is the mass (in gram, 1 ml = 1g for water), c is the specific heat capacity (1.0 cal/g 0C for water) and ΔT is the change in temperature in Celsius.The objective of this experiment is to study the quantity of heat lost and the change in temperature of hot water under covered and uncovered conditions. Materials Required
• Hot plate
• cardboard covers with holes
• Beaker
• Styrofoam cups
• Thermometer
• Graduated cylinder
• Stopwatch
ProcedureHeat Loss and Change in Temperature
A litter of water is brought to boiling in a pan on an electric hotplate.
100 ml of hot water is poured into cup #1 and another 100ml of hot water into cup #2 and the temperatures measured with separate thermometers.
Cup # 1 is left uncovered and cover cup #2 is covered with a piece of cardboard with a hole in the center for inserting a thermometer. The thermometers are left to stay in both covered and uncovered cups for continuous temperature measurement.
The initial temperature for both covered and uncovered cups is measured and recorded in the appropriate column on the data table for both covered and uncovered at 0 minute and from then on at 10-minnutes intervals for 40 minutes.
Data Calculation and Interpretation AssignmentFirst calculate the change in temperature (∆T) for each time interval always by subtracting the temperature at each time interval from the initial temperature (temperature at 0 min) and enter values in the change in temperature column. Do this for both covered and uncovered cups. Then calculate the total quantity of heat (Q=mcT) and heat loss (Q = mc∆T) in calories for each time interval for both covered and uncovered cups and enter values in the appropriate column. Where Q = total quantity of heat, m = mass of water (1 ml=1g), c= specific heat of water, which is 1cal./g/0C, and ∆T =change in temperature in 0C. Calculate and fill out all blank columns.Table. 1. Heat Loss / Heat Gain Q = M.C.∆T Q = quantity of heat, M = mass of water (1 ml of water = 1g) C = specific heat capacity of water (1cal/g/0C), ∆ T = change in temperature
Time(min)
Uncovered Cup
Covered cup
Heat Ratio:Total Q-uncoveredTotal Q-covered
Temp (T) cup #1 (0C)
Total Q(MCT) (Cal.)
∆ T (0C)From initial
Heat lossQ= MC∆T(cal.)cumulative
Temp.(T) cup #2 (0C)
Total Q (MCT)(Cal.)
∆ T (0C)From initial
Heat lossQ= MC∆T(cal.)(cumulative)
0 min
85
--
---
85
--
---
10 min
52
66
20 min
45
55
30 min
39
47
40 min
34
41
DiscussionIn the lined space below, briefly describe your experimental results by comparing the change in temperature (T) and total quantity of heat (Q) through time, for the covered and uncovered cups. Also give possible explanations for the differences in the rate and quantity of change in Q and T values under the two conditions (covered and uncovered). What does the heat (Q) ratio, between the uncovered and covered cups, through time indicate to you?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab ...
Need help finishing energy lab
Lab
Assignment 5: Energy
Instructor’s Overview
Energy is a key concept in physics. In this lab we will explore the concepts of
potential and kinetic energy and energy conservation. We’ll first examine a hypothetical roller
coaster design to learn more about the interplay of potential and kinetic
energy. In the second part of the lab,
we will use a rubber “popper” to directly experiment with energy.
This activity is based on Lab 11 of the
eScience Lab kit.
Our lab consists of two main
components. These components are
described in detail in the eScience manual.
Here is a quick overview:
In the first part of the lab, you will be
presented with a diagram of a rollercoaster. Based on your knowledge of potential and
kinetic energy and energy conservation, you will answer a series of
questions on the design. This
activity dovetails well with the Instructor’s
Commentary on roller coasters.
In the second part of the lab, you will work with
a rubber popper to explore concepts such as potential energy, kinetic
energy, and energy conservation.
Take detailed
notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your
experimental methods and observations. Record all of your data in the table that is provided
in this document.
Experiment Tips:
·
Place
the popper on a smooth flat surface like a linoleum floor. I recommend placing the popper on the floor
since it travels a good height. When I
initially ran the experiment on my kitchen table, the popper hit the ceiling.
·
I
recommend recruiting a lab assistant when you run the popper experiment. When you turn the popper inside out and place
it on the ground, it takes off in short order.
I recommend having another person set the popper up while you time its
flight and measure its maximum height.
Date:
Student:
AbstractBackroundOverviewHypothesis
Introduction
Material and Methods
Results
Data tables for the popper experiment:
Maximum height test
Trial
Height
(meters)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Flight time test
Trial
Total
flight time (seconds)
1
2
3
4
5
6
7
8
9
10
Average
Standard
Deviation
Analysis and Discussion
Roller coaster exercise
Consider the
following roller coaster layout taken from the eScience manual:
[img width="475" height="221" src="file:///C:/Users/srarin/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg" alt="Description: RollerCoasterDiagram" v:shapes="Picture_x0020_1">
Based on your
understanding of energy concepts, please answer the following questions. Make sure to include detailed physical
arguments.
· What happens to the roller coaster’s
kinetic energy between points B and C? What
happens to its potential energy between these points?
· Why is it important for A to be higher
than C?
·
125
· If the roller coaster starts at point A,
can it ever go higher than this point? What causes the roller coaster train to
lose energy over its trip?
· List the points in order of greatest
potential energy to least.
Popper energy experiment
Based on your
results from the popper energy experiment, please answer the following
questions:
1. What is the gravitational potential energy
of the popper at its average measured maximum height?
Use g = 9.8 m/s2,
and a mass of 0.01 kg.
Potential energy = mgh =
2. Use the following kinematic equation to
calculate the initial velocity of the popper based on how long it is in the
air:
h = h0 + v0t
‐½ gt2,
where the final height h = 0
and initial height h0 = 0 after the popper travels up and down over
your measured time t.
3. 127
4. Use the calculated value for the initial
velocity to find the kinetic energy of the popper right as it “pops” up.
5. Compare your answers for potential energy
and kinetic energy. Are they the same,
or close to the same?
6. Is the energy stored in the popper rubber
before it “pops” more or less than the energy the popper has at its total
height? Why?
Conclusions
References
SCI 210 Climate Change & Water Rise in Bodies of Water Essay
Climate Change and Water Rise in Major Bodies of Water
Cause and effect of climate change and the rise in water level of c ...
SCI 210 Climate Change & Water Rise in Bodies of Water Essay
Climate Change and Water Rise in Major Bodies of Water
Cause and effect of climate change and the rise in water level of coastal areas and other bodies of water.
Read Climate Impacts on Coastal Regions Century https://www3.epa.gov/climatechange/impacts/coasts.html
Read Climate Change http://www.chesapeakebay.net/issues/issue/climate_change#inline
Investigate the Chesapeake Bay and possible effects of climate change https://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming/Effects-on-Wildlife-and-Habitat/Estuaries-and-Coastal-Wetlands/Chesapeake-Bay.aspx
Click on each region of the bay to see how it has been affected. Do you find a difference on the effect at the lower end of the bay and the far top of the bay? What are the conditions in different locations that might contribute to the cause?
Assignment:
locate other bodies of water such as the San Francisco Bay, Great Lakes, or others, and find data on whether the water in these bodies is rising. Then find out what scientists believe is causing it and what effect this is or will have on sea life, vegetation, and or people living in the region. Make a graphic representation of the area, the cause, and effect.
CHM 101L Grand Canyon University Vitamin Chart Activity Worksheet
This assignment requires you to fill out a chart of different characteristics of different vitamins.
CHM 101L Grand Canyon University Vitamin Chart Activity Worksheet
This assignment requires you to fill out a chart of different characteristics of different vitamins.
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