Difference Between Kinetic Energy and Potential Energy - Term Paper Example

?ANSWER SHEET IMPORTANT: PLEASE COMPLETE ALL INFORMATION BELOW BEFORE SUBMITTING BACK TO YOUR Assignment Folder. PLEDGE: By typing my name below, I am confirming that I have completed the answers to this final examination myself and to the best of my ability, and that I have used my own words (not plagiarized) to answer questions. STUDENT NAME DATE COMPLETED/SUBMITTED [To Student: All your answers should be entered on this Answer Sheet. Submit this Answer Sheet to your Assignment Folder when completed.] Multiple Choice Section (Answer 26 Questions) Type in the letter that represents your best answer to the corresponding question from the original final exam document. 1. B 2. E 3. D 4. D 5. A 6. D 7. A 8. C 9. C 10. C 11. C 12. A 13. C 14. D 15. C 16. A 17. A 18. C 19. D 20. C 21. C 22. B 23. C 24. C 25. D 26. A Computation Section (Answer 6 Questions) Follow instructions in the Final Examination document. Answer all questions according to the instructions. Number each question here according to its number in the Final Examination document provided by your instructor. Show your work. 1. Solution: mass = 10 kg ; horizontal force (P) = 50 N ; frictional force (f) = 25 N By Newton’s Second Law of Motion: F = ma P - f = m*a ---? 50 - 25 = m*(10) ---? 25 = 10*a Dividing each side by 10 ---? a = 2.5 m/s2 2. Solution: (a) frequency = 3 cycles / sec (based on the given) (b) wavelength = 2 meters (given) (c) speed = wavelength * frequency = (2 m.)*(3 cycles / s) ---? speed = 6 m/s 3. Solution: First, find the rate constant ‘k’ ---? k = = ---? k = 0.2235 Applying A = A0 e –kt where A0 - initial amount and A - amount at any time (t, min) At A0 = 1.0 gram and t = 9.3 minutes A = (1.0) ---? A = 0.1251 gram 4. Solution: Since V = I*R where V = 6 V and R = 10 ohms Then, current I = V / R = ---? I = 0.6 Ampere and power, P = I2R = ---? P = 3.6 Watts 5. Solution: pH = - log [H3O+] = - log (1.0 x 10-5) ---? pH = 5.0 Since the pH is below 7.0 (neutral), then the solution is ACIDIC. pH + pOH = 14 ---? 5.0 + pOH = 14 ---? pOH = 9.0 pOH = - log [OH-] so that [OH-] = = [OH-] = 1.0 x 10-9 M 6. Solution: (a) Start balancing atoms other than O atoms 2 Ni + 3/2 O2 ---? Ni2O3 Then get rid of fraction coefficient(s) by multiplying each by 2 4 Ni + 3 O2 ---? 2 Ni2O3 (b) Start balancing with HF, then HBr F2 + 2 HBr ---? Br2 + 2 HF Essay Section (Answer 8 Questions) Complete these answers in your own words. Follow instructions in the Final Examination document. Answer all questions according to the instructions. Number each question here according to its number in the Final Examination document provided by your instructor. 1. How would you explain the difference between kinetic energy and potential energy? Give an example from the real world where potential energy is transferred to kinetic energy. Kinetic Energy (KE) is the energy associated to the body or object in motion whereas Potential Energy (PE) is the energy stored in a stationary particle or system based on its position, specifically height. One concrete example of conversion from potential to kinetic energy is an automobile at rest on top of a hill is driven down the slope so that it is set in motion which may vary over time when the driver decides to increase or decrease its speed. 2. How would you describe the differences between heat, temperature, and thermal energy? Give examples of how each term is used. Temperature is an intensive property and a measure of hotness or coldness of an object or body of particles. On the other hand, heat is referred to as an energy transfer that takes place due to temperature difference while thermal energy is regarded as an internal energy of a thermodynamic system. Heat flows from a region of higher temperature to a region of lower temperature and without a change in temperature, no heat is shifted. As an energy established within the system, moreover, thermal energy may either increase or decrease when work is done by or on the system and similarly, when heat is absorbed by the system or released on the surroundings. 3. Describe the components in the atom. Indicate the charge on each of the species and their location. Indicate the role, if any, that each plays in (a) chemistry and (b) nuclear processes. The three components of an atom are the protons, the neutrons, and the electrons. Protons are positively charged and they form the central part of the atomic structure which consists of the nucleus and where neutrons, or the neutral species (no net charge), may be found as well. Surrounding the nucleus, held by protons and neutrons, are clouds of electrons which are negatively charged and spread in different levels of energy with respect to distance from the nucleus. In chemistry, as demonstrated in the periodic table of elements, an element’s atomic number is equal to its proton count and electron count while an element’s atomic mass is the sum of protons and neutrons. These figures signify a trend by which periodic properties of an element are identified. In nuclear processes where decay is often encountered, the difference in the number of protons and neutrons, for instance, indicate the presence of isotopes for a particular element. 4. Describe the difference between an ionic bond and a covalent bond. Give an example of a compound that exhibits ionic bonding. Give an example of a compound that exhibits a covalent bond. An ionic bond pertains to a type of chemical bond that exists between two oppositely charged ions (cations and anions) or a metal and a nonmetal via electrostatic attraction. On the contrary, a covalent bond is that which is formed by the sharing of electron pairs between nonmetallic atoms. For instance, the compound sodium carbonate Na2CO3 exhibits ionic bonding whereas the compound sufur hexafluoride SF6 exhibits covalent bonding. 5. Discuss Waves, Sound, and Light. What is a Wave? What general characteristics do Waves have? Why are Sound and Light considered Waves? How are Sound and Light similar? How are they different? How and what do we hear? How and what do we see? Wave, in physics, is characterized by a disturbance or an oscillation that travels through a medium or space from one point to another point. By common knowledge, waves possess amplitude (maximum displacement), wavelength (distance between two crests), speed, frequency (cycles per unit time), phase shift, and period as among the normal characteristics they are identified by. Sound and light are considered as waves for having oscillatory properties, transverse and longitudinal orientation, and being detected to travel at various speeds depending on medium or temperature. Both sound and light are influenced by a range of frequencies, however, while sound wave requires a medium whether in solid, liquid, or gas form by which to be transmitted, light wave requires no medium as it has the capacity to travel through an empty space or a vacuum. We hear sound whenever a moving or vibrating object causes disturbance in the air so that such disturbance travels to reach our eardrums that communicate to the brain which, in turn, interpret the signals received as specific sound. Similarly, we see images due to light waves which are capable of reflection and refraction by the use of our lensed eyes or sense of sight. 6. Discuss how a concept you now understand related to this course content is different from what you had previously thought. Describe what your understanding was before and what it is now. Then discuss what caused this change. Elaborate and provide examples demonstrating that you now hold the accepted scientific view of this concept. I used to think that when ice is in the process of melting so that it changes phase from solid to liquid water, temperature change is involved where temperature at one point in time is different from that of the other instant during the entire process. My interest in thermodynamics somehow corrected this notion as I have discovered that the latent heat associated to the change of phase of a material is formed with uniform temperature. The same applies for when water boils which has a corresponding change of phase from liquid to vapor and the thought that boiling increases temperature is another such misconception which, upon further studies and research, had been addressed in my understanding of the significance of boiling points and melting points wherein a substance has a single value for melting point and a single value for boiling point, each of which remains constant throughout either process of phase transition. This brought me to distinguish clearly between sensible heat and latent heat. 7. Discuss how a concept related to this course content relates to an experience from your own life. Elaborate and demonstrate that you hold the accepted scientific view of this concept. I have had a chance to apply scientific method in life. As a concrete instance, I once had a dying plant in our garden where, after a couple of days, I surprisingly discovered that it proceeded in reverse and developed new buds of flowers. I would like to keep it that way, however, my main problem was that I was unsure of which materials or factors facilitated the growth of the supposedly dying plant. Looking at the spot where the plant was located, I found that the soil was moist, sun rays were moderately felt, syrupy spills appeared at the side of the pot, and small live brown worms were scattered on top of the soil. I hypothesized that moisture and sun alone would have little if any to do with plant development according to previous experience. Then on conducting two separate tests – one in the presence of worms and the other with the medical substance spread on soil, results exhibited that no effect registered from the mixture-sunlight setup where worms were incorporated and this means that the syrupy spills of medicine must be responsible for the unexpected regeneration of plant cells. 8. Discuss science misconceptions with enough detail to convince me that you understand what they are and the impact they have on learning. Identify one physical science misconception that you had and describe how and why your understanding of that particular concept changed. Often, students get confused with the mole concept and tend to use the terms interchangeably as though they are one and the same. This also became my problem in the past, thinking that ‘moles’ is an abbreviation of ‘molecules’ when used as a unit for substance amount. Through my careful study of stoichiometry where I managed to comprehend definition of terms as well as the proper use of dimensional analysis, I learned that moles and molecules are merely related such that 1 mole = 6.022 * 1023 molecules. Also, I misconceived ‘mass’ as being the same as ‘weight’ because whenever we use weighing scales, we typically ask ‘how much do you weigh?’ or state ‘I gained weight’ when this should not be the case. Technically, weight is a force exerted by an individual or object on earth and this is given by the product of mass (of the body) and acceleration due to gravity (9.81 m/s2). Thus, weight is expressed in Newton(s) or dynes whereas mass, as quantity of material by the measure of its heaviness or lightness is expressed in units as grams, kilograms, and pounds. Read More