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Published by tsheehan, 2017-06-07 17:22:39

My SciencePortfolio

My8thGradeSciencePortfolio

 

My 8th Grade 

Science Portfolio 

By Taylor Sheehan 

 
  

 

 

 

Survey Graph 

Conclusion 

8/30/16 
 

 
 
 
 

Survey Graph Conclusion 

Colors X Responses
Red Y
Yellow
Blue 1
Other 0
4
5

I discovered that most students in the classroom like colors other
than the 3 basic primary colors; red, yellow, and blue. I learned from the
chart that no one likes the color yellow. Only one person in the whole class
likes the color red. The color blue is the most popular primary color. Blue
also got the second most votes in the class.

 

Science Experiment 
Presentation 

8/31/16 
 

 

Science Experiment Presentation 

Problem- Which paper towel brand absorbs the most water?

Hypothesis- If the brand B​ ounty i​ s the most absorbent paper towel, then it
will soak up the most water.

Independent Variable- the different paper towel brands

Dependant Variable- the amount of water soaked up

Constants- the amount of water used in the experiment (200 ml), the size of
the paper towels (4 by 4 inches), how long their in the water (3 minutes),
the same cup type, fold into 1/4s

Control- the school paper towel brand

Paper Towel Amount of
Brands Water Soaked

Up

Bounty 11 millimeters

Viva 2 millimeters

Stop and Shop 10 millimeters

 
 

 

Quiz: Scientific 

Method 

9/13/16 

 
 
 
 
 
 

QUIZ: Scientific Method 

Directions: R​ ead the following description of an experiment and complete
the components of the scientific method.

Experiment:​ Mr. Smithers believes that a special compound could help his
workers produce more “widgets” in one week. The chemical supply store
sent him 3 different compounds to try on his 100 workers. The following
are the chemicals:

A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water

*Help Mr. Smithers design an effective experiment and write a conclusion
that analyzes your results.

Problem Statement
Would giving workers different chemicals affect their productiveness?

Hypothesis
If you give 25 workers calcium sulfate, then they will be more productive
than the other workers.

Independent Variable
The different
chemicals

Dependent Variable
How productive each group of workers will be producing widgets

Constants​ (Pick 2) Each group has exactly one week
25 workers in each group to produce the widgets

Control
Water

Basic Procedures:​

(List 5-8 steps)

1. Make 4 groups of 25 workers
2. Give each group of workers a different chemical
3. Have the workers take in the chemicals at the same time
4. Give the workers one week to produce widgets
5. At the end of the week, count up all the widgets each group makes

Data Table:​ (Place data table here)

IV- Chemical DV- Widget
Types Production

Sodium 495
Chloride
468
Magnesium
Hydroxide

Calcium Sulfate 534
Water 347

Graph:​ (Place graph here)

Conclusion:

In conclusion, calcium sulfate made the workers be the most
productive. It helped them produce 534 widgets. My hypothesis was
correct, because calcium sulfate made the workers produce more than the
others. I think the workers that took in calcium sulfate were the most
successful because it has calcium in it which makes your bones stronger,
so they were able to work more easily without getting tired.

 
 
 

 
 

 

Density Lab  
Report 

10/7/16 
 

 

Density Lab Report 

Known - Day 1 Density (g/cm3)

Metal 9.12
2.78
Copper 11.89
Aluminum 7.13

Lead Density (g/cm3)
Zinc
12.34
Unknown - Day 2 7.56
5.32
Metal 2.65

A
B
C
D

 
 

 
 

Density Quiz 

10/7/16 
 
 
 
 
 
 
 

Density Quiz 

1. The scientist collected an object with a density of 6.4 g/cm​3​ and a
volume of 79 cm​3​. What is the mass of this object?

M = dv
M = 6.4 g/cm​3​ x 79 cm3​
M = 505.6 g

2. An irregularly shaped stone was lowered into a graduated cylinder

holding a volume of water equal to 50.0mL. The height of the water rose

to 68 mL. If the mass of the stone was 125.0g, what was its density?

D= m
v
125 g
D= 18 ml

D = 6.94 g/cm3​

3. A scientist had 350.0 grams of Gold (Au) and a 530.0 gram sample of

Silver on the lab table. Which metal would have a greater volume

(cm​3​)? Explain. ​*Show all work.

Gold Silver
Gold-

V= m
d
350 g
V= 19.32 g/cm3

V = 18.115 ml

Silver-

V= m
d
530 g
V= 10.49 g/cm3

V = 50.524 ml

Silver has a greater volume because it’s volume is greater than gold by
about 32.408 mileters.

4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.

Water has a density of 1. Anything greater than that, floats on water.
Anything lower than that, sinks. The titanic was originally filled with air, and
had a density less than 1. This is why it floated. However, when the ship hit
the iceberg, a crack formed in the boat. Water poured into the boat,
increasing the boat's mass. That made the boats density increase, and
become greater than water. So, the boat sank.

 

 

Scientific Method 

Presentation 

10/7/16 
 
 
 
 

 
 

 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 

 

Phase Change of 

Water Lab 

10/14/16 
 
 
 
 
 

Phase Change of Water Lab 

Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
​ ​Construct a graph of your results. *​Use Link on Classroom
● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

1. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?

The temperature stayed the same at the beginning of the lab. I think the
temperature stayed the same because the ice was still trying to melt and was
trying to reach the melting point, so the temperature was barely changing. As
soon as the ice started to melt, the temperature went up.

2. How would the graph be different if we tried this experiment with Gold?
Explain:

The graph would be different because it would take a lot longer for the gold to
reach its melting point. It would need more than just a hot plate to melt.

3. What is the role of energy during the phase changes?

The energy helps turn the ice into solid, liquid, and gas

4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.

At the beginning the molecules were all really tight together, because their was
ice and a little water. As the ice melted, the molecules slowly started to become
farther apart. When the ice turned to a liquid, the molecules were spread apart.

When the water started to evaporate, they became very far apart.

5. How does the Average Kinetic Energy change throughout the experiment?

The Average Kinetic Heat Energy gets greater throughout the experiment
because the temperature keeps rising.

6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare and explain the following in the beakers after they have
reached the boiling point:

A. Heat Energy the 200 ml of ice will have more heat energy than the 400 ml of
ice. This is because it has less water in it than the other beaker.

B. Temperature The 200 ml of ice would have a greater temperature because it
has less water in it.

C. Average Kinetic Energy The 200 ml of ice would have greater Average
KInetic Energy because it has a greater temperature.

D. Specific Heat They will have an equal specific heat because the density of
water is always one.

 E. Latent Heat The 400ml would need more latent heat because it has more ice
than the 200ml beaker

 

Quiz:  

Phase Change  

10/28/16 
 
 
 
 
 

QUIZ: Phase Changes 

Directions: A​ nalyze the following data table with data collected by a scientist that
wanted to study how Heat Energy affects the Phase Changes of 2 different metals.
Respond to the questions below and perform all necessary calculations.

Data Table:

Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt.​ (C) Pt. ​(C) Vaporization Heat Energy
(cal/g) (cal/gC) (cal)
(cal/g)

Aluminum 65 g 95 660 2467 2500 0.21
Gold 65 g
15 1063 2800 377 0.03

Scientific Method (___ out of 4)
Independent Variable:

Type of metal

Dependent Variable:
temperature

Constant:
Mass

Control:

Water

Calculate Heat Energy: * SH

Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. (​ C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:

Metal Mass Heat of Melting Specific Heat
Fusion Pt.​ (C) Heat Energy
(cal/g) (cal/gC) (cal)

Aluminum 65 g 95 660 2467 2500 0.21

Gold 65 g 15 1063 2800 377 0.03

*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum

Heat = mass × heat of fusion
Heat = 65g × 95 cal/g
Heat = 6,175 calories

Heat = mass × change in temperature × specific heat
Heat = 65g × 1807℃ x .21cal/g℃
Heat = 24,665.55 calories

Heat = mass x heat of vaporazation
Heat = 65g x 2,500cal/g
Heat = 162,500 calories

Heat = 6,175 calories + 24,665.55 calories + 162,500calories
Heat = 193,340.55 calories

B. Gold

Heat = mass × heat of fusion
Heat = 65g × 15 cal/g
Heat = 975 calories

Heat = mass × change in temperature × specific heat
Heat = 65g × 1,737℃ x .03cal/g℃
Heat = 3,387.15 calories

Heat = mass x heat of vaporazation
Heat = 65g x 377cal/g
Heat = 24,505 calories

Heat = 975 calories + 3,387.15 calories + 24,505 calories
Heat = 28,867.15 calories

Graph your results (____ out of 4):

Write a Conclusion (____ out of 4):
In conclusion, I learned that there is more heat energy in aluminum than there is gold.
There is 193,340.55 calories in aluminum, and only 28,867.15 calories in gold. My
hypothesis was incorrect, because I thought there would be more heat energy in gold
than aluminum.

Questions:

1. How are Heat and Temperature different for the following pictures of​ ​boiling​ w​ ater?

Explain:​ (Hint: Use the Heat equation)

The temperature would be the same for both pictures because water boils at 100 degrees
celcius. There would be more heat in the ocean though because it is more water and will
have more heat energy.
2. Water has a Specific Heat of 1.0 cal/gC and Gold has a Specific Heat of 0.03 cal/gC.
Use the data to explain the difference between their numbers.

 There is a .07 difference between gold and water's specific heat

 

 

Boiling Point and  

Elevation 

Presentation 

10/31/16 
 
 
 
 

Boiling Point and Elevation 
Presentation  

 
 
 
 
 
 
 
 
 
 
 
 
 

 

Mass Percent 

Practice 

11/3/16 
 

 
 
 
 
 
 

Mass % Practice with Mixtures and 
Compounds 

1. A scientist recorded the following data about a sample of rocks and sand:

37 grams of Large Rocks 75 grams of Fine Grained Sand
59 grams of Small Rocks 5 grams of Salt
125 grams of Coarse Grained Sand 25 grams of Copper (Cu)

2. ​Determine the % of each component in this Heterogeneous Mixture and
construct a pie chart showing your results.

Substance Percent

Large Rock 11.3%

Small Rock 18.1%

Coarse 38.3%
Grained
Sand

Fine Grained 23%
Sand

Salt 1.5%

Copper 7.7%

3. Data Table:

Substance Grams

Large Rock 37

Small Rock 59

Coarse 125
Grained
Sand

Fine 75
Grained
Sand

Salt 5

Copper 25

Total 326

4. Pie Chart:

5. Math Examples

Large Rock-

Grams ÷ total grams ✕ 100
37 ÷ 326 ✕ 100
11.3%

______________________________________________________________________
______

1. A second scientist recorded the following data about a different sample of
rocks and sand:

48 grams of Large Rocks 175 grams of Fine Grained Sand
78 grams of Small Rocks 2 grams of Salt
56 grams of Coarse Grained Sand 17 grams of Copper (Cu)

2. Determine the % of each component in this Heterogeneous Mixture and
construct a pie chart showing your results.

Substance Grams

Large Rock 12.8%

Small Rock 20.7%

Coarse 14.9%
Grained
Sand

Fine 46.5%
Grained
Sand

Salt .5%

Copper 4.5%

3. Data Table:

Substance Grams

Large Rock 48

Small Rock 78

Coarse 56
Grained
Sand

Fine 175
Grained
Sand

Salt 2

Copper 17

Total 376

4. Pie Chart:

5. Math Examples

Large Rock-

Grams ÷ total grams ✕ 100
48 ÷ 376 ✕ 100
12.8%

______________________________________________________________________
_____

1. A third scientist received a 250 gram sample of Silver Nitrate - AgNO3​

AgNO3​ ​ ​=
Ag (1) 108 = 108 ÷ 170 x 100 = 63.5%
N (1) 14 = 14 ÷ 170 x 100 = 8.2%
O (3) 16 = 48 ÷ 170 x 100 = 28.2%

170
2. Chart for Mass % of a Compound

Questions:
1. How are the samples from these scientists different?

They both got different amounts of each substances when taking a random handful.

2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.

Compounds can be distinguished easily, but compounds can’t be seperated. They are
chemically combined. For example, water is made out of hydrogen and oxygen atoms.
You can't separate the atoms once they are combined.

 

Quiz: Classifying 

Matter 

11/14/16 

 
 
 
 
 
 

QUIZ: Classifying Matter 

I. Directions: ​Identify the following as either a Heterogeneous Mixture, Homogeneous Mixture,

Element or Compound. Write the following letters in Column B for your choices:

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad A

Copper C

Lemonade B

Rocks, sand, gravel A

Salt Water B

Gold C

Sodium Chloride (NaCl) D

Air A

K​2S​ O​4 D
Twix, snickers, pretzels, popcorn A

II. Directions:​ Determine the Mass % of each mixture and construct the appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 51.9

Small Rocks 75 31.1

Coarse Sand 32 13.3

Iron 9 3.7

Mixture B Mass (g) %
Large Rocks 205 52.7

Small Rocks 58 14.9
Coarse Sand 97 24.9
Iron 29 7.5

Calculation Examples (​ Provide 2 Examples showing how you determined the Mass %)

Large Rocks-

mass ÷ total mass × total percent
125 ÷ 241 × 100
.519 × 100
51.9%

Large Rocks-

mass ÷ total mass × total percent
205 ÷ 389 × 100
.527 × 100
52.7%

Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:

K2​ ​SO4​ ​ - Potassium Sulfate
(Show Math Here)
K (2) 4​ 0 = 80​ ÷ 176 = .45 × 100 = 45%
S (1) 32 = 32 ÷ 176 = .18 × 100 = 18%
O (4) 16 = 64 ÷ 176 = .36 × 100 = 36%

Na​3P​ O​4​ - Sodium Phosphate
(Show Math Here)

Na (3) 23 = 69 ÷ 164 = .42 × 100 = 42%
P (1) 31 = 31 ÷ 164 = .189 × 100 = 19%
O (4) 16 = 64 ÷ 164 = .39 × 100 = 39%

IV​. Conclusion: ​Explain the difference between Mixtures and Compounds using data.
Compare the pie charts.

In mixtures, you can easily determine what it is made of. For example, mixture A and B.
In mixture A you can easily determine the large rocks from the iron, small rocks, and
coarse sand. There are 51.9% of large rocks, 31.1% of small rocks, 13.3% of coarse
sand, and 3.7% of iron. However, compounds are chemically combined and you can't
determine the elements from each other. For example, in the first compound, you have
45% potassium, 18% sulfur, and 36% oxygen. You can't separate the oxygen, sulfur,
and potassium from each other, they are chemically combined.

Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as
you can.

We first wet our funnel. Then we took our sand and poured it into the funnel. Next, we
took .25 liters of water and poured it into the funnel. We took the beaker with the water
and salt and boiled it. Once it reached the boiling point and all the salt was gone, we
took the beaker off the hot plate and there was salt.
 

 
 
 
 
 
 

 
 

Quiz:  Solubility  

12/6/16 
 
 
 
 
 

 
 

QUIZ: Solubility 

Directions: Use the Solubility Graph to answer the following questions.
Graph

I. Solubility Graph

Questions:
1. What is the Solubility of KClO​3​ at 40 C?
15 grams of solute
2. What is the Solubility of NH​4C​ l at 70 C?
60 grams of solute
3. What Temperature would 80 grams of KNO​3​ completely dissolve and become saturated?
50℃
4. Suppose you have 120 grams of NaNO3​ ​at 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
It is supersaturated so take away 125 grams

5. Suppose you have 120 grams of NaNO​3​ at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)

You could take away more grams because NaNO​3 ​is supersaturated so you wouldn’t add
more grams of NaNO​3 ,​ you would take away more

6. Suppose you have 70 grams of KNO3​ ​ at 60 C. Is the solution Unsaturated, Saturated or
SuperSaturated and how many grams can you add/or take away to make it Saturated?

It is unsaturated so add 30 grams

7. Suppose you have 70 grams of KNO3​ ​ at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).

You could add more grams of KNO​3 b​ ecause you need more to make it saturated

II. Soluble vs. Insoluble
Directions: ​Use your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.

Compound Soluble or Insoluble Identify the Rule # Used

Sodium chloride Soluble #1 & #3

Silver nitrate Soluble #2 & #4

Ammonium nitrate Soluble #2

Calcium carbonate Insoluble #8
Zinc sulfide Insoluble #7
AgCl Insoluble #3
Na​2S​ O​4 Soluble #1 & #5
Insoluble #8
Calcium phosphate Insoluble #3
PbBr​2

III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:

Reaction #1

Potassium Chloride + Silver Nitrate → Potassium Nitrate + Silver Chloride

Ions

K+​ C​ l​- ​ + Ag+​ N​ O3​ -​ ​ → KNO​3​ + AgCl
Reaction

KCl + AgNO3​ ​ → Insoluble
Soulbe Soulbe Souble

Rule #1 & #3 Rule #4 Rule #1 & #2 Rule #4

Reaction #2

Lithium Phosphate + Calcium Sulfate → Lithium Sulfate + Calcium Phosphate

Ions + Ca​2+ ​SO4​ ​2-​ → Li​ ​3​SO4​ ​ + CaPO​4
Li+​ ​PO​4​3- ​ +
Reaction + CaSO​4​ →
Li​ 3​ P​ O​4​ ​

Souble Soluble Soluble Insoluble

Rule #1 Rule #5 Rule #1 Rule #10

IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final beaker. Your conclusion should also discuss the % of Oxygen between
2 of the compounds in the same reaction.

I found when I mix lithium phosphate and calcium sulfate a chemical reaction occurs and

I make lithium sulfate and calcium phosphate. The beaker with the first 2 compounds in it would

be completely dissolved. There would be Li​ ​3​, PO​4​ ,​ Ca, and SO​4​ molecules floating around in
​ m​ olecules
the beaker. In the second beaker, there would be Li​ 3 a​ nd PO​4​ floating around.

However, since CaSO4​ ​ isn’t soluble, it would be at the bottom of the beaker. In the compound Li

3​PO​4 t​ here is 55% oxygen in it. In the compound CaSO​4​, there is 47% oxygen in it.

Mass % Calculation:

Li​ ​3​PO4​

Li (7)3 = 21/ 116 x 100 = 18%
P (31)1 = 31/ 116 x 100 = 28%
O (16)4 = 64/ 116 x 100 = 55%

116

CaSO4​

Ca (40)1 = 40/ 136 x 100 = 29%
S (32)1 = 32/ 136 x 100 = 24%
O (16)4 = 64/ 136 x 100 = 47%

136

V. W​ hat is wrong with the following formula: ​ (PO​4​)2​ N​ a

PO4​ ​is a negative element, so Na would go before it. Also, (PO​4​)2​ ​isn’t simplified. It
should be PO​2​ because the ratio 4:2 is the same as 2:1.

 
 

Isotope Essay 

1/31/17 
 

 
 
 
 
 

Isotope Essay 

 

Activity:​ ​Determine which fossil is older

Film: ​https://classroom.google.com/c/MTYzNTIyMzU3MFpa

Betancourtium Isotope 100
0 50
25
2300 12.5
4600 6.25
6900 3.125
9200 1.06
11,500 .5
13,800 .25
16,100 .125
18,400 0
20,700
23,000

Cabrerianite 100
0 50
25
1500 12.5
3000 6.25
4500 3.125
6000
7500

9000 1.06
10,500 .5
12,000 .25
13,500
15,000 .125
0

Graphs:

Write an Essay that explains which fossil is older:
Fossil A
40% of Betancourtium remaining

3,000

Fossil B
35% of Cabrerianite remaining

2,250

Betancourtium is older than Cabrerianite. At 40% of Betancourtium remaining,
the isotope is 3,125 years old. At 35% of Cabrerianite remaining, the isotope is 2,250
years old. I first started this activity by copying the data charts onto google sheets and
graphing them. When graphing, I changed the y and x axis to 10, so it would be easier
to read. I also changed the axis labels to go up to 100, so the axises would go up by
10,20,30, etc. i graphed both isotopes separately. For Betancourtium, I found the graph
intersected between 2,500 and 5,000. I found 3,000 was around the area. For
Cabrerianite, I found the line intersects at 35% through 1,500 and 3,000. I found, 2,250
was around that area. This is how I found Betancourtium is older.

Law of 
Conservation of 

Mass 

12/13/17 


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