Grade 8 Green Team
Science Portfolio
By Nicole Calbo
Survey Graph Conclusion Lab
Data Table:
What is Your Favorite Class?
Favorite Class Responses
Social Studies 3
Math 8
Language Arts 3
Science 7
Graph:
Conclusion:
The collected data shows each core class and which is the favorite. Students were
polled and their choices were noted. The purpose of the experiment was to see which of the
core classes was, in fact, favored over the others. As you can seem Math was the most favored
class with 8 out of 21 votes, then Science with 7 votes, and Social Studies and Language Arts
tied with 3 votes. In conclusion, the data shows that Math is the most favored core class to
students.
Experiment Presentation - Paper Towel Lab
Hypothesis/Problem Statement:
Problem:
Which paper towel brand is the best?
Hypothesis:
If paper towels are tested, then Bounty will collect the most water because they are
thicker than the rest.
Data Table:
Types of Towel IV and DV Constants Control
School Brand School brand
IV: -Water amount
Bounty Brand of towel -Size of towel
Viva -Time soaked in
DV:
Stop & Shop -Water amounts water
-Time dripping
absobed
Bounty:
Absorbed 31/59mL in 10 seconds
School Brand:
Absorbed 5/50mL in 10 seconds
Viva:
Absorbed 18/50mL in 10 seconds
Stop & Shop:
Absorbed 23/50mL in 10 seconds
Graph:
Conclusion:
In conclusion, the Bounty paper towels absorbed the most water out of all of the paper
towel brands with 31 out of 50 ml. The second most absorbed paper towel was Stop & Shop
which absorbed 23 out of 50 ml. Then was Viva with 18 out of 50 ml. And lastly was the school
brand with 5 out of 50 ml.
Quiz: Scientific Method
Directions: Read 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
Do different chemical compounds make workers produce more widgets in a week?
Hypothesis
If different chemical compounds are tested, then the calcium sulfate will make people work
more efficiently and make more widgets in a week.
Independent Variable
Water Sodium chloride Magnesium Calcium sulfate
hydroxide
Dependent Variable
Amount of widgets made in a week
Constants (Pick 2) Same amount of workers tested with each
compound
Same amount of compound used on each
worker
Control
Water
Basic Procedures:
(List 5-8 steps)
1. Design/Create experiment 2. Plan experiment 3. Create problem and hypothesis 4.
Test the IVs (do the experiment) 5. Test/analyze data 6. Conclude data found 7. Share
data
Data Table: (Place data table here)
Do Compounds Affect Work Efficiency
Compounds Water: Sodium Magnesium Calcium Sulfate:
Tested Chloride: Hydroxide: 527
Widgets Made 492 386 609
(in a Week)
Graph: (Place graph here)
Conclusion:
In conclusion, after different compounds were tested, data shows that the different
chemical compounds do affect work efficiency, in most cases, positively. After a week of testing,
the data results showed that people who were not tested with any chemical compound (or in
other words, were tested with water) created 492 widgets, people tested with Sodium Chloride
created 386 widgets, workers tested with Magnesium Hydroxide built 609 widgets, and workers
tested with Calcium Sulfate produced 527 widgets. As seen in the data table and graph,
Magnesium Hydroxide had the largest impact on work efficiency, with its workers having made
609 widgets in a week. Water, being the control, shows that the Magnesium Hydroxide helped
the workers create roughly 120 more widgets than average workers. It also can be noted that,
although the Sodium Chloride affected work efficiency greatly, it worked in a negative way. The
Sodium Chloride caused the workers to produce 106 less widgets than normal. The Calcium
Sulfate affected workers only slightly, but in a positive way. The workers who were tested with
the Calcium Sulfate built only 32 more widgets than workers who were not tested with any
chemical compound, but had better work efficiency none the less. As you can see, in most cases,
chemical compounds do, in fact, affect work efficiency in a positive way.
Density Lab Report
Directions:
1. Identify the unknown metals using density. Follow the lab report
template.
2. Plan experiment with group.
○ Lab Template
○ Density Data Table
Critical Thinking:
1. How does density relate to Plate Tectonics?
2. How does density relate to Land/Sea Breezes?
3. How does Bone Density affect the health of a person?
*Density Calculations
Density Word Problems
1. D= M
V
120g
D= 7mL
D = 17.14g/cm3
7. V= M
D
20g
V= 0.88g/mL
V = 22.73g/cm3
8. M = D*V
M = 0.71g*130mL
M = 92.3g/cm3
9. V= M
D
10g
V= 0.7g/mL
V = 14.29mL
10. D= M
V
25g
D= 27cm3
D = 0.93g/cm3
11. Water:
D = 1g/mL
The gasoline will float because it is less dense than the water.
Benzene:
D = 0.88g/mL
The gasoline will float because it is less dense than the benzene.
12. D= M
V
13. 25g
D= 10.2mL
14.
15. D = 2.45g/cm3
16.
V= M
17. D
86g
18. V= 10cm3
V = 8.6g/cm3
B has a higher volume
A has a higher density
M=D*V
M=11.4g/mL*13.75mL
M=156.75g
D= M
V
770g
D= 350cm3
D=2.2g/cm3
D= M
V
500g
D= 1000mL
D=0.5g/mL
Density QUIZ
1. The scientist collected an object with a density of 6.4 g/cm3 and a
volume of 79 cm3 . What is the mass of this object?
M=D*V
M=6.4g/cm3 *79cm3
M=505.6g
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
125g
D= 18mL
D=6.94g/mL
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
(cm3 )? Explain. * Show all work.
Gold Silver
Gold:
V= M
D
350g
V= 19.32g/cm3
V=18.12cm3
Silver:
V= M
D
530g
V= 10.5/cm3
V=50.48cm3
The silver would have a greater volume than the gold. This is because there
was a higher mass of the silver than the gold, and it has a lower density than the
gold, so when you divide the two numbers, it comes out to being larger volume
than the gold’s volume.
4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
The Titanic could have sank after hitting the iceberg because the volume of
the ship was being filled with water. The water was filling up the ship so much
that it altered the mass. This caused the ship to have a higher density, and
therefore, it sank to the bottom of the ocean.
Scientific Method Presentation- Aloe Vera Lab
Problem Statement:
Does aloe vera help heal burns?
Hypothesis:
If different amounts of aloe vera are tested, the 30% aloe vera will heal the burn the fastest.
Data Table:
Amounts of Aloe IV and DV Constants Control
0% ~No Aloe~
10% IV: - Same types of burns
20% Amounts of Aloe tested
30%
DV: - Same amount of time
How much the burn applied
heals
Conclusion:
In conclusion, our hypothesis was correct. This is because when 30% of the Aloe Vera
was applied to the burn, it healed the fastest. During the first trial with no Aloe applied, the burn
was barely affected with 7% of the burn healed over the 15 day time period. During the second
trial, when the 10% of Aloe was applied, the burn was only slightly healed with 26% and still
very visible. In the third trial, when 20% of Aloe was applied, the burn was almost gone with
49% of the burn healed, but the burn was still slightly visible. Finally, in the fourth and final trial,
when the 30% of Aloe Vera was applied, it was the closest to healing the burn entirely with 62%
healed. In conclusion, the 30% of Aloe Vera was the most effective because it was healing the
burn the fastest.
Phase Changes of Water
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:
C onstruct a graph of your results. *U se Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. Why did the temperatures stay the same at 2 points during the lab?
Because water takes a long time to heat up and as the water was changing phases, it
stays at the same temperature.
2. How does this relate to the heat trapped in the atmosphere? Find a
diagram that illustrates this concept.
The heat in our atmosphere is trapped above us. When there is water in the air around
it, the water can change temperature and even phase. If the temp. In the air is cold, the
water could cool down or become ice. If the heat is high, the water could heat up or
become gas.
3. What is the role of energy during the phase changes?
Energy is used to change the temperature.
4. Describe the motion of the molecules throughout the experiment.
When the water was ice, the molecules were tight together, therefore they were not
moving. When the water melted, the molecules were more sporadic and slightly bubbly.
Finally, when the water became a gas, the molecules were all around the beaker,
almost boiling.
5. How does the Average Kinetic Energy change throughout the experiment?
The energy was changed because the temperature and phases were changing.
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare the following in the beakers after they have reached the
boiling point:
A. Heat Energy
More heat energy used to make 400 mL to boil
B. Temperature
Would be the same - boiling point=100 degrees C
C. Average Kinetic Energy
D. Specific Heat
E. Latent Heat
Phase Changes of Water Lab CORRECT
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:
C onstruct 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 temperatures stayed the same on the graph when the phases were changing. The
temperature stayed the same at two points during the lab because water takes a long
time to heat up and as the water was changing phases, it stays at the same
temperature.
2. How would the graph be different if we tried this experiment with Gold?
Explain:
There would be higher (much higher) melting and boiling points.
3. What is the role of energy during the phase changes?
Energy is used to change the temperature.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
When the water was ice, the molecules were tight together, therefore they were not
moving. When the water melted, the molecules were more sporadic and slightly bubbly.
Finally, when the water became a gas, the molecules were all around the beaker,
almost boiling.
5. How does the Average Kinetic Energy change throughout the experiment?
The Average Kinetic Energy was changed because the temperature and phases were
changing. It was changed by the amount of heat being imputted into the water.
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
400 mL would have a higher amount of heat energy than the 200 mL of water.
B. Temperature
They would have the same temperature, 100 degrees C, in order to boil.
C. Average Kinetic Energy
They would both have the same Average Kinetic Energy because the both need the
same temperature to boil.
D. Specific Heat
They would have the same specific heat of 1 cal since they are both water.
g℃
E. Latent Heat
The 400 mL would have a higher latent heat than the 200 mL of water. This is because the 400
mL of water would need more heat in order to convert the phases. Although both the 200 and
400 mL would end up being the same temperature, there would be a higher amount of heat
needed to make the phase conversions and the temperatures change.
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 (_4__ out of 4)
Independent Variable:
Type of metal
Dependent Variable:
Amount of heat energy
Constant:
Same amount of each metal
Control:
Water
Calculate Heat Energy: * SH
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization
Data Table:
Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt. (C) Pt. (C) Vaporization Heat Energy
(cal/g) (cal)
2467 (cal/g) (cal/gC)
2800 193340.25
Aluminum 65 g 95 660 2500 0.21
28867.15
Gold 65 g 15 1063 377 0.03
*SHOW ALL MATH STEPS
Math Steps (___4_ out of 4)
A. Aluminum
1. H=m*HoF
a. H=65g*95 cal/g
b. H=6175 cal
2. H=m*CiT*SH
a. H=65g*1807 C*0.21cal/gC
b. H=24665.25 cal
3. H=m*HoV
a. H=65g*2500cal/g
b. H=162500 cal
4. 6175+24665.25+162500=1 93340.25 cal
B. Gold
1. H=m*HoF
a. H=65g*15cal/g
b. H=975 cal
2. H=m*CiT*SH
a. H=65g*1737 C*0.03cal/gC
b. H=3387.15 cal
3. H=m*HoV
a. H=65g*377 cal/g
b. H=24505 cal
4. 975+3387.15+24505=2 8867.15 cal
Graph your results (__3.8__ out of 4):
Write a Conclusion (____ out of 4):
In the experiment, determining if heat energy affects phase changes was tested. After
testing different metals, it can be noted that there would be a larger amount of heat energy in
Aluminum rather than in Gold. After calculating the specific amount of heat energy needed, data
shows that Aluminum would have 193340.25 calories of heat energy, whereas Gold would only
have 28876 calories. This is a difference of 164464.1 calories of heat energy. The purpose of the
experiment was to study how heat energy affects phase changes. By calculating the specific
amount of heat energy in each metal, the scientist will now be able to study the phase changes of
these metals more accurately. Throughout the course of this and many other experiments,
research shows that the amount of heat energy in an object affects how is changes phases; this
depends on it’s melting and boiling points. The amount of heat energy affects how phases change
in different objects because if there is a lower amount of heat energy, it is more likely that the
substance will change phases more fluently than a substance with a greater amount of heat
energy. As you can see, in the experiment, it was determined that heat energy, can in fact, affect
phase changes.
Questions:
1. How are Heat and Temperature different for the following pictures of boiling water?
Explain: (Hint: Use the Heat equation)
Heat and temperature are different because heat can be used as an energy, whereas
temperature is the specific amount of heat energy in a substance. If both a beaker of water and
the Atlantic Ocean were boiling, they would both have the same temperature of 100 degrees
Celsius, but the Ocean would have a greater amount of heat energy. This is because it would take
more heat energy to heat a larger mass of water than a smaller one. The heat equations,
H=m*HoF, H=m*CiT*SH, and H=m*HoV all show that heat and temperature are two
completely different things. For example, the equation H=m*CiT*SH has heat and temperature
as two extremely different measurements. The specific heat in the equation is the amount of heat
energy, and the change in temperature is the difference between two specific amounts of heat
energy: the melting and boiling points of a substance. As you can see, heat and temperature are
both very different units of measurement from each other.
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.
The specific heat of Water is greater than that of Gold. With Water, for every gram you
have, there is one calorie of heat energy. For every degree in Celsius, there is one calorie. This is
different from Gold’s specific heat because gold’s specific heat is less than one. Instead of
having one calorie per gram and degree Celcius, there are only 0.03 calories per each. These two
are so different because, as shown in the data above, the smaller the amount of specific heat there
is, there is a smaller amount of heat energy in the substance. For example, Aluminum has a
specific heat of 0.21cal/g C, whereas Gold has a specific heat of only 0.03cal/gC. This caused
Aluminum, along with other qualities of the metal, to have a higher amount of heat energy than
the Gold. As you can see, Water and Gold’s specific heat’s are very different from one another.
Boiling Point and Elevation
What is Boiling Ponit?
Boiling Point- the temperature at which a liquid boils and turns to vapor. The boiling point of
water at a normal elevation is 100℃.
What is Elevation?
Elevation- a certain height above sea level. Example: if you were standing on top of a mountain,
the distance between where your standing and sea level is the elevation.
Boiling Points and Cooking Times:
The Boiling Point of water is 100°C but Boiling Point of water under sea level is 1,000 meters
which in Celsius would be 103 degrees. The cooking time effects the evolution because the air
pressure is lower and water boils at a lower temperature so it takes pasta longer to cook, and
the temperature may need to be increased.
How Does Elevation Affect Boiling Point?
Elevation affects the boiling point due to the height of where you are trying to boil. When you are
trying to boil water at a higher elevation the boiling point and atmospheric pressure decreases.
When you are trying to boil water at a lower elevation the boiling point and atmospheric
pressure increases.
Relationship Between Boiling Point and Elevation:
At any specific elevation, there can be a change in boiling points. For example, water boils at
100℃ at a normal elevation, but once the elevation changes, there is a change in air pressure
as well, causing the water to boil at a different temperature. For example, at an elevation 7,500
feet, the boiling point of water changes to roughly 92℃. The temperature changes because of
the extreme change in air pressure.
Mount Kilimanjaro:
Elevation: 19,341 meters
Boiling Point of Water: Roughly 97.8℃
Why the Change?- The boiling point changes because of the change in air pressure. While
getting closer to the atmosphere, there is a great change in air pressure, therefore causing the
boiling point to change.
Hot Plate Lab
Trail 1:
Temp. before- 21 degrees C
Temp. after- 24 degrees C
25(34-21)
25(13)
325
Trail 2:
Temp. before- 22 degrees C
Temp. after- 34 degrees C
35(34-22)
35(12)
420
Trail 3:
Temp. before- 22 degrees C
Temp. after- 32 degrees C
45(32-22)
45(10)
450
- The heat equation represents the mass of the water by the change in temperature
- The more water there was, the less it heated up. For example, Trial 1 and 2 had a lower
mass of water, therefore having a higher heat than in Trial 3.
- The heat energy caused the water to bubble
Mass Percentage Practice
Activity: 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.
3. Data Table:
Mixture Mass (g) Percentage
Compound 37 11.35%
59 18.10%
Large Rocks
125 38.34%
Small Rocks
75 23%
Coarse 5 2%
Grained Sand
25 8%
Fine Grained 326
Sand
Salt
Copper
Total
4. Pie Chart:
5. Math Examples
37/326=11.35%
59/326=18.1%
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.
3. Data Table:
Mixture Mass (g) Percentage
Compound 48 12.77%
Large Rocks
Small Rocks 78 20.74%
Course
Grained Sand 56 14.90%
Fine Grained
Sand 175 46.54%
Salt 2 0%
Copper
Total 17 4%
376
4. Pie Chart:
5. Math Examples
17/376=4%
175/376=46.54%
1. A third scientist received a 250 gram sample of Silver Nitrate - AgNO3
2. Chart for Mass % of a Compound
Mixture Mass (g) Percentage
Compound 250 100%
Silver Nitrate
(AgNO3)
Questions:
1. How are the samples from these scientists different?
The samples are different because each sample has a different amount of each mixture
compound.
2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
Compounds are different from heterogenous mixtures because in a compound, it consists of
elements, forming one unified compound, But in a heterogenous mixture, there are multiple
compounds creating the mixture.
Personal Presentation - Dark Matter vs. Dark Energy
What is dark energy?
- No one knows for sure
- ~68% of the universe is dark energy
- Contains a cosmological constant
- Describes the situation of the universe - universe expansion
- “Empty space” in our universe is not empty
What is dark matter?
- ~27% of the universe consists of dark matter
- Not made up of particles called b aryonic matter
- Normal matter, composed of protons and neutrons
- Possibly made of exotic space particles
Similarities:
- Both impact acceleration rates in space, just to different extents
- Manifest from the same “dark thing” in space
- Cannot be seen in space because they are not made of baryonic matter - “empty”
- Together, they make up approximately 96% of the universe
Differences:
- Dark energy accelerates the expansion of the unvierse, dark matter decelerates
expansion
- Dark matter produces gravity, dark energy produces anti-gravity
QUIZ: Classifying Matter
I. Directions: I dentify 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 B
K2 SO4 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 52%
Small Rocks 75 31%
Coarse Sand 32 13%
Iron 9 4%
Total 241 100%
Mixture B Mass (g) %
Large Rocks 205 53%
Small Rocks 58 15%
Coarse Sand 97 25%
Iron 29 7%
Total 389 100%
Calculation Examples ( Provide 2 Examples showing how you determined the Mass %)
205+58+97+29=389 - 205/389=.529=53%
=389 - 58/389=.149=15%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2SO4 - Potassium Sulfate
(Show Math Here)
Potassium: 2
Sulfur: 1
Oxygen: +4
Total- 7 amu
Percentages:
K- 2/7=29%
S- 1/7=14%
O- 4/7=57%
Na3 PO4 - Sodium Phosphate
(Show Math Here)
Sodium: 3
Phosphorus: 1
Oxygen: +4
Total- 8 amu
Percentages:
Na- 3/8=38%
P- 1/8=12%
O- 4/5=50%
IV. Conclusion: E xplain the difference between Mixtures and Compounds using data. Compare
the pie charts.
In conclusion, mixtures and compounds are very different. This is because a compound is
a combination of two or more specific elements. A mixture, however, is a combination of
different substances that can be chemically combined, but do not consist of singular elements,
and is able to be separated. Also, there are two types of mixtures: heterogenous and homogenous.
A heterogenous mixture is a combination of specific compounds. For example, in the pie charts
for the data shown above, mixtures A and B are both heterogenous mixtures. In both pie charts,
there are different amounts of each substances which create the heterogeneous mixture.
Alternatively, a homogenous mixture, although is chemically combined, does not consist of
singular elements. It is not easily separable, but the components of the homogenous mixtures can
be separated after undergoing multiple steps. For example, the components of lemonade are
chemically combined and can not easily be separated, but they are combinations of compounds,
which still classifies it as a mixture. For example, H2O. This is a compound of two Hydrogen
atoms and one Oxygen atom. This shows that mixtures are different from compounds because in
a mixture, there are combinations of different compounds, consisting of many different
substances. Also, that the ratio of componenets and their percentages in a compound will be
different every time you reach to bring out another sample of the heterogeneous mixture. A
compound on its own, however, consists of only singular elements, chemically joining together
to create said compounds. In the pie charts for the chemical compound, Sodium Phosphate, it is
shown that it consists of 12% Phosphorus, 50% Oxygen and 38% Sodium. Every time that you
would chart the components of Sodium Phosphate, the percentages of elements would always
stay the same. However, in pie chart B, a heterogenous mixture, it consists of 53% large rocks,
7% Iron, 25% coarse sand and 15% small rocks. But if you were to reach into the source of
wherever you got the mixture in the first place, you would get an entirely different combination
of substances and their percentages. This shows that compounds and mixtures are very different.
As you can see, the data above represents that mixtures and compounds are, in fact, very
different.
Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
In order to separate the salt from the sand, we had to undergo many steps. First, we sifted
the heterogenous mixture of sand and other substances to ensure we were only working with the
sands’ smallest grains. Next, we filtered water through the sand mixture in an attempt to bring
out any possible salt that could have been left in the sand mixture. Once this was done, and the
salt was filtered into the water, we had created a homogenous mixture of salt water. Although the
separation of the salt and the water would be more difficult than separating different rocks from
each other, the process after this step was not too complicated. We placed the salt water onto a
heated hot plate. This was because we were going to boil the water to a point where it
evaporated, hoping that it would leave the salt behind. After the water had entirely evaporated,
we noticed that there was, in fact, salt left in the beaker. This is how we separated the salt from
the sand.
QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph
I. Solubility Graph
Questions:
1. What is the Solubility of KClO3 at 40 C?
15g
2. What is the Solubility of NH4C l at 70 C?
60g
3. What Temperature would 80 grams of KNO3 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, you can take away 25g from the water in order for it to be saturated
5. Suppose you have 120 grams of NaNO3 at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)
There would be NaNO3 all at the bottom of the beaker because not all of it would be able to
have been dissolved. Therefore, you could add more water to make sure all of the NaNO3
gets dissolved.
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, you can add 30g more to the beaker
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).
There would not be enough of the KNO3 compound in the beaker. Therefore, you could either
take some of the substance away or add more water to the beaker.
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
Silver nitrate Soluble 4
Ammonium nitrate Soluble 2
Calcium carbonate Insoluble 8
Soluble 5
Zinc sulfide Insoluble 4
AgCl Soluble 1
Insoluble 11
Na2SO4 Insoluble 3
Calcium phosphate
PbBr2
III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:
Reaction #1
Potassium Chloride + Silver Nitrate →
K+1 ClO- 1 + Ag+1 NO3 -1
Ions
KClO + AgNO3
Soluble, Soluble
Reaction
Potassium Nitrate+Silver Chloride:
K+ 1 NO3 - 1 + Ag+1 ClO- 1
KNO3 +AgClO
Soluble, Insoluble
Reaction #2
Lithium Phosphate + Calcium Sulfate
Li+ 1 PO4 -3 + Ca+ 2 SO4 - 2
Ions
Li3 P O4 +CaSO4
Soluble, Soluble
Reaction
Lithium Sulfate+Calcium Phosphate
Li+1 SO4-2 + Ca+2 PO4-3
Li2SO4 +Ca3PO4
Soluble, Insoluble
Lithium Phosphate:
Li- 3 (7) - 21/100=21%
P- 1 (31)- 31/100=31%
O- 4 (16)- 48/100=48%
100 100%
Calcium Phosphate:
Ca- 3 (40)- 120/199=60%
P- 1 (31) - 31/199=16%
O- 4 (16) - 48/199=24%
199 100%
IV. Conclusion:
Write a conclusion explaining the results of one of the reactions. 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.
In conclusion, the solubility of a chemical compound can be identified by looking at its
chemical makeup. Also, you can use their percentages of Oxygen to differentiate and compare
compounds. For example, Lithium Phosphate and Calcium Sulfate. These two chemical
compounds, when put into an individual beaker, would both dissolve, for they are both soluble.
However, if you were to put them both into the same beaker, you would see that the ions would
mix together, forming Lithium Sulfate and Calcium Phosphate as well. The Lithium Sulfate will
dissolve into the water, but the Calcium Phosphate will not. This is because, as stated in
solubility rule number 10, Phosphates are typically insoluble. Therefore, in the beaker of Lithium
Phosphate and Calcium Sulfate, there would be ions of Lithium and Sulfate dissolved into the
water, but the Calcium and Phosphate ions would remain at the bottom of the beaker because
together, they are insoluble. To compare these two combinations of compounds, you can look at
their percentages of Oxygen. As shown in the data above, Lithium Phosphate has 48% Oxygen.
In Calcium Phosphate, however, there is only 24% Oxygen. This shows that in the compound of
Lithium Phosphate, there is a larger percentage of Oxygen than in Calcium Phosphate. As you
can see, you can identify a chemical compound by looking at its chemical makeup, also, you can
use their percentages of Oxygen to compare the compounds.
V. What is wrong with the following formula: (PO4)2 Na
Its order is in reverse and it is missing its charges. It should be Na3 (PO4) 2. This is
because Sodium comes before Phosphorus and Oxygen on the Periodic Table. Also
because when Na+ 1 and PO4 -3 would cross multiply their charges, they would come out
to being Na3(PO4 )2 .
#3 Activity: Conservation of Mass Investigation
Question:
Are the masses of baking soda and vinegar conserved when I mix them together in an open
system?
Background:
Scientific observations reveal that matter cannot be created or destroyed. Since the late
1700’s, chemists have used this observation to help them understand what happens during a chemical
reaction. Originally, for example, scientists observed the products of burning substances and concluded
that everything burnable contained a material called “flame stuff,” which was lost in the fire and ashes.
One scientist found that the ashes sometimes had more than the original substance. Did the burning create
matter? He correctly hypothesized that the burning substance combined with a reactant in the air.
Experiments showed that the reactant was oxygen. In this experiment you will attempt to show that the
mass of the reactants in a chemical reaction equals the total mass of the products.
Problem Statement:
What is the relationship between the mass of the reactants and the mass of the products in the
following chemical equation?
Hypothesis:
The balloon will blow up
Reaction:
___CH3 COOH + ___NaHCO3 → ___NaOOCCH3 + ___H2 0 + ___CO2
(Acetic acid) (Sodium bicarbonate) (Sodium acetate) (water) (carbon dioxide)
60 g 5g _ 59 g 0.2 g
12 3 4
Formula weights
Reactants Products
CH3C OOH -- 60g NaOOCCH3+H2O -- 59g
NaHCO3 -- 5g CO2 -- 0.2g
Procedures:
1. Obtain the mass of the empty flask. R ecord
115g
2. Obtain the mass of the empty balloon. Record
2g
3. Place 60 ml of acetic acid in the flask. (Use graduated cylinder)
4. Determine the mass of the acetic acid by obtaining the mass of the flask and acid
together and subtracting the original mass. R ecord
47.7g
Isotope Lab
Activity: D etermine which fossil is older
Film: h ttps://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 1.06
7500 .5
9000
10,500
12,000 .25
13,500 .125
15,000
0
Graphs:
Write an Essay that explains which fossil is older:
Fossil A
40% of Betancourtium remaining
Fossil B
35% of Cabrerianite remaining
In order to determine the age of fossils, different types of isotopes are used. For example,
a fossil with 40% of Betancourtium remaining would be 3300 years old. Alternatively, at 35% of
the Cabreriante remaining in a fossil, the fossil would be 2500 years old. By using isotopes, you
are able to determine the age of the fossil. These isotopes show that at 40% of Betancourtium
remaining and 35% of Cabreriante remaining, the fossil with 40% Betancourtium would be
older. This would be a difference of 800 years. I figured this out by looking on the graphs to
determine at which point of the half life Betancourtium would be at 40%, and at which point of
the half life Cabreriante would be at 35%. Therefore, the graphs showed that at 40% remaining
of Betancourtium, the fossil would be roughly 3300 years old, and at 35% of the Cabreriante
remaining, the fossil would roughly 2500 years old. As you can see, by using different isotopes,
you are able to determine the age of fossils.
Velocity Project
Due: Friday February 17
1. Define the following terms:
Motion- t he action or Speed- the rate at which Position- a place where
someone or something is
process of moving or being someone or something is
located or has been put
moved able to move or opperate
Distance- an amount of Acceleration- something’s Terminal Velocity- the
space between two things capacity to gain speed constant speed that a
falling object eventually
within a short amount of reaches when the
resistance of the medium
time through which it is falling
prevents further
accerleration
Time- the indefinite Initial Velocity- the velocity Displacement- the moving
of something from its place
continued progress of at the beginning of the trial
or position
existence and events in the or experiment
past, present and future
Velocity- the speed of Final Velocity- the velocity Key Metric units- meters,
something in a given at the final point in time of cubic meters, kilometers
direction the trial or experiment
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
Speed is how fast you are going, whereas velocity is in which direction you are going
that speed.
3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a data table and graph showing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation:
A. Fastest Runner - 28 mph
T=D/V
T=1651/28
T=~59 hrs
B. Model T Ford - 45 mph
T=D/T
T=1651/45
T=~37 hrs
C. Hindenburg - 84 mph
T=D/T
T=1651/84
T=~20 hrs
D. Tesla top speed - 155 mph
T=D/V
T=1651/155
T=~11 hrs
E. Fastest train - 374 mph
T=D/V
T=1651/374
T=~4 hrs
F. F35 Fighter Jet - 1199 mph
T=D/V
T=1651/1199
T=~1 hr
G. Vehicle of your choice - electric scooter - 40 mph
T=D/V
T=1651/40
T=~41 hrs
Transportion Time Travelling
(hrs)
Fastest Runner 59
Model T Ford 37
Hindenberg 20
Tesla (Top 11
Speed)
Fastest Train 4
F35 Fighter Jet 2
Electric Scooter 41
*Provide a map showing your cities
1651 miles
*Show Detailed Math Steps
4. What would like to see in this city when you arrive? What tourist attraction?
What would you like to eat in this city? What is the basic history of this city?
The rainforests - El Yunque National forest. Tamales and empanadas - very famous
there. After finding a lot of gold in the rivers there, Christopher Columbus chose its
name as Puerto Rico, or “rich port”.
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GREENSCIENCEPORTFOLIO-NicoleCalboClassof2021 (2)
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