Solar Cooker Project Physics

Description:  Build a solar powered device that cooks an egg within a 30 minute time period while positioned over grass.  

You should build and test several versions before test day to ensure a good grade.  

The device must be small enough to transport to class regularly when folded, and must have a mechanism to prevent it from blowing away or falling over unaided.    Nothing larger than 70cm L X 70cm W X 70cm H , and must be completely powered by the sun.  No fossil fuels or combustion or electricity.  You may not use solar electric panels.  

Partners:  Individual or teams of two allowed.  Different grades will be assigned to partnerships if one partner fails to demonstrate understanding and or work on the project.

Value:  100 points

Due Date:   Monday June 5, 2017  during class for per  4 , per 7   and after school 2:35 for per 1 and 3

Grading:

Fully cooked egg, firm or rubbery with no give  (yolk and white ) = A ((90-100)  (Not translucent, everything solid, no runniness)

¾ cooked egg  = B (89.5-80) (Mostly non translucent (mostly white) , Significant runniness or yolk partially cooked)

½ cooked egg = C  (70-79.5) (Significant translucence, runniness and yolk mostly uncooked)

¼ cooked egg = D (65-69.5) (Mostly translucent, yolk uncooked, very little cooking.  

No cooking = F      (50-64.5) (No evidence of cooking but you test a cooker)

No device tested = F  = Zero

Extra + 2 points if the total market value of materials is less than $10 as decided by the instructor.  Reusable cook pots are not part of the calculation, but glass, plastic, foam, paint do count.   Try and use as much post consumer material as possible if appropriate.    Example---- substituting  shredded newspaper as insulation instead of builders fiberglass or foam.

A ten point deduction will be assigned  to projects that do not have  active defense against wind or tipping over.  Plan on their being wind on test day.   3-4  tent stakes with strings firmly attached to your cooker is sufficient.   o

Oceanography Acids and bases Worksheet Questions

Exploring Acids and Bases

In class, you learned that pH is inversely related to the concentration of H⁺ ions by the following equation: pH = -log[H⁺].  Lower pH values have higher [H⁺] while high pH values have lower [H⁺].  Acids have a lot of H⁺ ions and donate them to other molecules.  Bases accept H⁺ ions.  We will explore this relationship further using an online simulation of acid-base solutions.

1. Please go to the following website: http://goo.gl/V0YcK

2. This should take you to an acid-base solutions simulation. Click download.

3. First, we will study the solutions under the "Introduction" tab.  To measure the pH, simply click on the gray box labeled "pH" and drag it into the solution.

4. Finally, you create your own acids and bases using the "Custom Solution" tab.

Water

The concentration of H₃O⁺ ions is _________ than OH^- ions.  Therefore the pH of the solution is ____.

Strong Acid

The concentration of H₃O⁺ ions is _________ than A^- ions.  Therefore the pH of the solution is ____.

Weak Acid

The concentration of H₃O⁺ ions is _________ than A^- ions.  Therefore the pH of the solution is ____.

Strong Base

The concentration of M⁺ ions is _________ than OH^- ions.  Therefore the pH of the solution is ____.

Weak Base

The concentration of M⁺ ions is _________ than OH^- ions.  Therefore the pH of the solution is ____.

Custom Solutions

1. For a weak acid, what is the pH of a 0.01 mol/L solution?

2. What concentration of H₃O⁺ ions would you need for the solution's pH to be 6.50? (First use the sliding scales to manipulate the concentration and strength of the acid to the desired pH. Then use equilibrium view to find the [H₃O⁺].)

3. How would you decrease the pH of this solution to 5.00? 

4. For a weak base, what is the pH of a 1.000 mol/L solution?

5. What happens to the solution's pH when you decrease the concentration of OH^- ions? 

Circular Motion Simulation

Use the formula  F(ac)  =  M X v squared/r    to design five circular motion word problems with solutions on the backside.   Check each using the simulation   Hand in the 5 problems on a clean sheet of paper at the end of the period.

http://www.physicsclassroom.com/Physics-Interactives/Circular-and-Satellite-Motion/Uniform-Circular-Motion/Uniform-Circular-Motion-Interactive

The units for v should be m/s,  and must be between 10-20 m/s,   for ac should be m/sec squared, for Force in Newtons   and for radius in meters, between 10-60  and for mass in kgs from 1-20.

Momentum Check for understanding Link Physics

Here is the Link

Mouse Trap Distance Project 2017-2018

Project Description:

This is a performance based assessment, meaning you are graded largely on how your project performs not on the number of hours you worked on it.  A team of two students is allowed if both students produce a working vehicle in each round of competition.    Students will use one Victor brand mouse trap as the energy source to drive a vehicle as far as possible down the hallway.  They will get a maximum of three tries to produce their best distance and that distance will be the basis for their grade.  You must test your vehicle before the due date to ensure it works.     The use of a project from another student from a current or past competition will be treated as any other case of academic dishonesty and will result  in the grade of "Zero" on the project.

You may use any materials you wish as long as those materials do not add energy to the vehicle.  For example rubber bands or springs or rockets that store elastic energy are forbidden.  However, no kits are allowed.  The use of a kit will result in a 50 point reduction in score.  A 90 would become a 40.

Note:   All designs must have at least three wheels.  Two wheel designs have been too unpredictable to be considered for this project.  

Due Dates:        First 50% :    Wed, Jan 3  after  Winter Break. (second marking period)

                       Second 50% :    Mon., Feb 5  (3rd marking period)

Point value:  50  points for the first test output  and 50 points for the second test output., with other point values assigned also.   Example 5 points for drawing and materials list.

Grade Scale for mouse trap project

D = 10-12.99 meters

D+ = 13-14.99 meters

C- = 15-16.99 meters

C = 17-18.99 meters

C+ = 19-20.99 meters

B- = 21- 23.99meters

B= 24- 27.99 meters

B+ = 28-29.99 meters

A- = 30 -36meters

A = 36.1-42 meters

A+ beyond 42 meters

SSEP group signup form

Please complete the Google form and submit to record officially who is a member of your team

Oceanography Explorer Project

This is a research project.  You may submit on traditional paper if desired, but you will receive an extra 3 points if made into an  i- Movie  and submitted on a thumb drive.


Due Date:    TUESDAY, OCTOBER 6

POINTS:  30 POINTS

DESCRIPTION:   In the project you select a place in the world along the ocean environment where you would do original research.   The constraints are that your budget including travel expenses, food, housing, insurance etc is $8000 for an eight week study.

In the project you must state your research hypothesis,  detail your experimental procedure  and then detail your itinerary and document y our expected costs to be under budget.  Your itinerary must include at least three separate locations.   You must include documentation for your expected costs.


This is an experimental design/ research project.  Both aspects will have equal value = 15 points each.  Your hypothesis must be scientific  ( This means there is a way to gather data that will support or refute the hypothesis).   You could study  an ocean animal,  a plant,  an entire ecosystem,  or human interaction in an ecosystem.

Ex.  1.  I will travel the Oaxacan  coast from Puerto Angel  to the Guatemalan border, and study the relationship between the size of  the fisherman's gill net openings and where they fish in relation to population centers.   My hypothesis is that the fisherman with larger openings  will fish outside the major centers of population where they regard the ocean as their private space, while fishermen close to population centers will use smaller openings. 

Ex 2  I will travel the French coast south of Normandy studying the health of  the marine estuary environment.  I will  be sampling both quantity and diversity of species present and comparing to historical data available.  My hypothesis is that encroachment on the marine estuary environment in France has caused a net decrease in species diversity and  total quantity of each species.


Ex 3 here is a link to the two friends who explored 400 miles of coastline in Mexico. 

Here is a $700 catamaran with a trailer and newer sail  on CL