Y2_T4_REVIEW§4.1-§4.5

• Science
• Middelbare school
• havo, vwo
• Leerjaar 2

Quiz Discussion

Colored pen or pencil ready..

Notebook ready..

1. A space shuttle carrying a moon rover and three astronauts is travelling from earth to the moon. Their mission is to collect more data on the types of molecules that are present on the moon.

Calculate the Fg of the space shuttle with a mass of 2,050,000 kg. [1p]

F: Fg= 9.81 (N) x mass

I: mass = 2 050 000 kg

C: Fg = 9.81 (N) x 2 050 000 (kg) A: Fg= 20 110 500 N

0.5pnt per correct step

T1 - training

2. Draw the forces acting on the space shuttle as it is standing still on the launch pad. Use the image on the worksheet for this and include the direction, magnitude and point of application in your answer. Use a scale of 1 cm = 5,000,000 N. [2p]

20 110 500/5 000 000 = 4.02 cm

1pnt: Drawing of gravity →4 cm down, point of application in the middle of the shuttle

1pnt : Drawing of support force → 4 cm up, point of application on the ground

T1 - training

3. When the space shuttle launches there are now different forces at work. Which 2 forces are acting on the space shuttle during the launch? [2p]

1pnt : Applied force from the engines

1pnt: Air resistance

!!!SO NOT GRAVITY!!!

T1 - training

4. During the launch the acceleration of the space shuttle is 24 m/s2. It takes 48 seconds for the space shuttle to reach its final velocity. What is the velocity in m/s at that time? Round your answer to a whole number. [2p]

F: a = diff v / diff t

I:  a = 24m/s2, diff t = 48 s

C: 24m/s2 x 48 s

A: 1152 m/s - 1152 x 3.6 =4147 km/h (round to whole number! Or -½ pt)

0.5pnt per correct step

T2 - transfer

5. What is the resultant force during each part of the launch? [3p]

a. before takeoff 

b. during acceleration

c. after reaching a constant velocity.

a. 1p: Before takeoff Fres is 0

b. 1p: then during the acceleration Fres is positive

c. 1p: after reaching a constant velocity Fres is again 0. 

T2 - transfer

6. It takes the shuttle 71 hours and 45 minutes to reach the moon. The distance to the moon is 386,400 km. Calculate the average speed in km/h of the space shuttle during its trip to the moon. Round your answer to a whole number. [2p]

F: v = s / t

I: t = 71 hours 45 mins = 71.75 hours, s = 386,400 km

C: v = 386,400/71.75

A: 5385 km/h (round to whole number! Or -½ pt)

0.5pnt per correct step

T1 - training

After landing, the astronauts deploy the rover to travel across the surface of the moon. The rover’s job is to collect materials that the astronauts can test. 

7. On the worksheet you can find the different forces acting on the rover. Use the diagram to calculate the resultant force and draw this in the diagram. [3p]

1p: measurement/calculation of the blue and yellow arrow

1p: Fres = 90 - 66 = 24 N

1p: Line 2 cm to the right

T1 - training

8. Is the speed of the rover changing? If so, explain in what way? [1p]

The resultant force is >0 in the direction of the rovers motion → accelerating

T2 - transfer

10.  On the map you can see the path the rover travelled. Use the information on this map to create the s,t-diagram that shows how far the rover is from the starting point. 

a. Use your ruler to measure the distances directly from the start to each point then fill them in on the table on the worksheet. [1p]

b. Fill in the points from the table on the empty diagram on your worksheet to create the s,t-diagram. (use 1 space = 10 m and 1 space = 10 sec) [2p]

a. 1p: Filling in the correct measurements in m:

37m, 102 m, 124 m, 3 m

b. 1p: Filling in points on graph and making a line

1p: Correct axes and using the scale that's given

T2 - transfer

11. While the astronauts are out on a moon walk they come across a strange creature. They have discovered an alien! They record as much information on the creature as they can, including putting it on a Newton scale. The scale records a gravitational force of 8.6 N. The gravitational pull of the moon is 1.6N/kg. What would the gravitational force on this alien be if it was on earth? Round your answer to a whole Newton. [2p]

F: Fg (moon) = 1.6 (N) x mass

I: Fg = 8.6

C: Mass = 8.6/1.6 = 5.375 kg

Fg (on earth) = 5.375 x 9.81 = 52.7 

A: Fg (on earth) = 53N

0.5pnt per correct step

T2 - transfer

12. As the shuttle is returning to earth it first travels at a constant speed but in the last minutes of its journey the shuttle adjusts its speed for a safe landing. This can be seen in the v,t-diagram shown here. Calculate the acceleration of the shuttle as it completes its landing. [2p]

F: a = diff v / diff t

I: diff v = (vf-vi) 0 - 7000 = -7000 m/s, diff t = (tf-ti) 10 - 6.5 =(3.5 m x 60s)210 s

C: a = -7000 / 210

A: a = -33.33 m/s2

0.5pnt per correct step

I - Insight

BONUS: The distance covered by the shuttle can be determined by calculating the area under the v,t-diagram. Calculate the distance covered by the shuttle in the last 10 minutes.[2p]

1p: 7km x (6.5 x 60s) = 2730 km

1p: 7km x (3.5 x 60s) x 0.5 = 735km  (735 + 2730 = 3465km)

I - Insight

Quiz Make up

Choose 3 questions and the Bonus.

Re-do these questions

Get ready:

• ruler/triangle
• calculator
• pencil & pen
• highlight marker

Practice Test

Open KWIZL

Chapter Review

Be ready to ask questions...

§4.1 - Learning Goals:

Content

I can explain what a force is.

I can identify different types of forces.

Language

I can explain how different forces work on objects. 

I can explain how they can interact with each other.

Skills

I can calculate the gravitational force acting on an object.

I can draw arrows on a force diagram with the correct point of application, magnitude and direction.

I can calculate the resultant force of forces going in the same direction or opposite directions of each other.  

VWO ONLY - I can calculate the resultant force of two perpendicular forces

P.154-157

§4.1 - Wordbank

§4.2 - Learning Goals:

Content

• I can describe the concept of speed.
• I can identify different types of forces that could influence speed.

Language

• I can explain how different forces can influence an object's speed.
• I can explain how they can interact with each other.

Skills

• I can calculate the speed (or distance or time) of an object using the speed formula.
• I understand which measurements and units are necessary to calculate its speed.
• I can convert speed between the units of m/s and km/h.   
• I can create and interpret s,t-diagrams relating to an object’s motion. 

§4.2 - Keywords:

• Speed
• s,t-diagram

P.162-165

§4.3 - Learning Goals:

Content

• I know which measurements and units are necessary to calculate acceleration.
• I know what forces can influence acceleration.

Language

• I can describe the concept of acceleration
• I can explain how forces can influence acceleration.

Skills

• I can use an object’s resultant force to determine what type of motion it has.
• I can create and interpret v,t-diagrams relating to an object’s change in motion.
• I can calculate the acceleration of an object using the acceleration formula.

P.172-175

§4.3 - Keywords:

WB - Step 1: Take a look at the wordbank above, these are the new keywords for §4.2 - Speed. Complete the wordbank by marking a “✓” if you agree with what is said and leave it empty if not. 

WB - Step 2: Discuss what you have just filled in on your table with your neighbour(s). Try to explain / argue why you made that choice and ask the person for clarifying questions if need be.  

P.172-175

§4.4 - Learning Goals:

Content

• I can distinguish between the concepts of temperature and heat.
• I can describe the concept of heat and the units it can be measured in.
• I can describe the concept of heat of combustion.

Language

• I can describe & explain the concept of temperature, the different scales it can be measured on and the units that belong to those.
• I can explain the difference between temperature and heat. 

Skills

• I can convert temperatures between the Celsius and Kelvin scale.
• I can calculate the amount of energy released during combustion.

P.182-183

§4.4 - Keywords:

P.182-183

§4.5 - Learning Goals:

Content

• I can name the transitions between the different phases.
• I can describe the collision theory and how it affects reaction rate.
• I can describe how the change in temperature affects the functionality of enzymes.

Language

• I can describe the three phases a substance can be in and list characteristics for each phase.
• I can explain diffusion and how it is affected by temperature changes.

Skills

• I can speculate & describe how the addition or removal of heat changes the movement of molecules and how this can cause phase changes.
• I can identify phases and phase changes in a graph.

§4.5 - Wordbank

Practice Test

Have ready:

• notebook (blanc page)
• Calculator
• Ruler/triangle
• Pen

Liquid nitrogen: (8 points)

Liquid nitrogen is often used in molecular cooking to make ice cream. Cooks will add liquid nitrogen (which is usually around -195C) to the ice cream mixture and as they mix it in the ice cream freezes, any liquid nitrogen left in the mixture evaporates into nitrogen gas which is naturally in the air around us. Liquid nitrogen has a freezing point of -210C and a boiling point of -170C.

What safety gear would you advise the cooks to use?
Make sure you explain why. (3p)

Draw a transition diagram in your notebook. Make sure to label the phases as well as the transitions over the different parts of your graph. (3p)

What phase is nitrogen at 80 K? Use a calculation to support your answer. (2p)

Biological soaps: (6 points)

Biological soaps use natural enzymes to clean the dirt from your hands or dirty clothes. The optimum temperature these enzymes is often around 40 degrees. 

What would happen if someone washes their clothes at 50C. (2p)

What would happen if someone washes their hands with cold water, which is about 10C (2p)

Most thermostat taps have a maximum setting so kids cannot burn themselves, this lock is often around 35C. Is this a good temperature for using biological soaps? (2p)

Climbers: (8 points)

This forces diagram shows a climber abseiling down a cliff. This diagram shows proper gear and ropes are of life and death importance. 

Copy the diagram into your notebook:

The climber is a block of 1 cm wie and 2 cm high. 1 cm = 50N

Fg= 800N, Ft=1000N, Ffr=100N, Fn=50N

Upload a picture of your diagram here (2p)

If a climber pushes off from the wall there are only 2 forces left at work, what are these 2 forces? (2p)

If a climber pushes off from the wall there are only 2 forces left at work, calculate the resulting force (2p)

VWO: If a climber is touching the wall all 4 forces are at work, calculate the resulting force. Round up to full numbers. (2p)

a​2​​+b​2​​=c​2​​

VWO: Upload a picture of your new diagram including the resultant force. (2p)

Study for the Test:

• study all the glossaries
• study the notes
• review all the hw exercises 

Make sure you bring:

• ruler/triangle
• calculator
• pencil & pen
• highlight marker