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Physical Science 
2018 - 2019 

 

 
 

Hannah Yong 

 
 
 

 
 
 
 
 
 

 
 
 
 
 
 
 
 

 
Scientific Method Presentation 
Problem Statement : How does the number of pencils or how the pencils are 
organized affect how far the textbook goes? 
 
Hypothesis : If pencils are grouped and spaced out, then the book will travel 
farther. 
 
IV: The independent variable is the arrangement of the pencils.  
 
DV: The dependent variable is the distance traveled by the book in 
centimeters.  
 
Constants: The constants are the amount of force that the book is pushed 
with, the book we used and the colored pencils we used. 
 
Controls: The control is how far the book goes without using the pencils. 
 
Classroom Survey: 
What Kind of Music do you like? 

 
 
Conclusion (Classroom Survey): We had asked everybody in our class What 
kind of Music they liked and Pop seemed to be the popular type of music. In 
conclusion the least popular types of music was rock and the most popular 
type of music was pop.  

 
Conclusion (Experiment): We came to the conclusion that when the pencils 
were separated into groups, the book traveled farther. In addition, we found 
out that 3 groups of 4 colored pencils worked the best when rolling the 
textbook. 
 
 
Scientific Method Quiz 
Problem Statement: How does the microwave food effect the fish’s 
intelligence. 
 
Hypothesis: My hypothesis is that the more microwaved food the fish was 
fed, the more intelligence it would have. 
 
Independent Variables: 

1. The fish eat different amounts of microwaved food 
2. The fish eat different kinds of microwaved food 
3. The fish eat food that is heated up at different times.  
 
Dependent Variable: The intelligence of the fish while it’s going through a 
maze.  
 
Constants: The constants in this experiment were the same maze and the 
same amount of time in the microwave 
 
Control: How fast the fish travels through a maze without the microwaved 
food 
 
Basic Procedures: 
1. Grouped the fish into 4 groups 
2. Put the food in the microwave and heat up different amounts 
3. Feed it to the different groups of fish (Record it down on a piece of 

paper) 
4. Put them in a maze and let them find their way out (Record times on 

sheet of paper) 

5. Graph and conclude the experiment.    
Data Table:  

 
Graph: (Place graph here) 

 
Conclusion:  

The purpose of this experiment was to see whether or not microwaved 
food helps fish with their intelligence. My hypothesis was that if the fish was 
fed a greater amount of microwaved food, it would be able to get through the 
maze quicker. In our experiment we tested whether or not more microwaved 
food fed to the fish would increase their intelligence. I tested 4 groups of fish 
and I fed each group the same amount of food that was microwaved at the 
same time. Group 1 was fed 2 grams of food, Group 2 was fed 3 grams of 
food, Group 3 was fed 4 grams of food and Group 4 was fed 5 grams of food. 

We put each group in a maze so we could see how fast they could get 
through it. We averaged out the times for each group and Group 1 took about 
2.5 minutes to get through the maze, Group 2 took about 2 minutes to get 
through the maze, Group 3 took about 1.78 minuted to get through the maze 
and lastly, Group 4 took 1.5 minutes to get through the maze. In conclusion, 
the more microwaved food I fed the fish, the faster they were able to get 
through the maze.  
  
Scientific Method Practice 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 

 
 
 
 
 
 
 

 
Metric System Calculations 

Measurement  Unit #1  Unit #2    Scientific Notation 
Length of Titanic 269 m  0.269 km    2.69 ✕ 10​2​ = 296 m 
 
 
 
 
 
 
 
 

Unit #3 

26,900 cm 

Paris to Moscow    2482000 m  2482000000  2.482 ✕ 10​3​ = 2482 km 
2,482 km  mm 

Mass of an African  5000 kg  5000000 g  3 metric tons  5.000 ✕ 10​3​ = 5000 kg 
Elephant 

Mass of a house fly  10 mg  0.01 g  1 cg  1.0 ✕ 101​ ​ = 10 mg 
  2.5 ✕ 106​ ​ = 2,500,000 L 
2,500,000  25,000,000,0 2500 kL 
Volume of Olympic  L  0 mL 
Swimming Pool 

Distance Sun to Jupiter  778500000 778500000  778500000000 7.785 ✕ 109​ ​ = 
0000 m  km 
  000 mm  7785000000000m 
 
 

Volume of Can of Soda    0.355 L  0.000355 kL  3.55 ✕ 10​2​ = 355 mL 
355 mL 

Wingspan of 747 Jet   59600 mm  5,960 cm  5.96 ✕ 10​2​ = 596 m  
59.6 m 

Height of Freedom Tower  546.2 m  0.5462 km  546200 mm  5.462 ✕ 10​2​ = 546.2 m 
(meters) 

Mass of a paper clip    1000 mg  0.001 kg  1.0 ✕ 101​ ​ = 1 
1 g 

 
 

 

 

 
 
 
 
 

 
 
 
 

 
 
 

Density Simulator 
 

Object  Mass (g)  Volume (ml)  Density 
2.1  19.3 
Gold  40.53   4  7.87 
6.4  11.3 
Iron  31.48  2  0.97 
12  0.23 
Lead  72.32  0.4  1.3 
9.2  0.52 
Wood  1.95  5.7  3.2 

Foam  2.76 

Rubber  0.52 

Ice  9.2 

Unknown  18.58 
 

 

Density Lab (Metals) 
 

Object  Mass(g)  Volume  Volume  Volume  Density 
Before  After (mL)  Object 
(mL) 
50  (cm3) 

Aluminum  31  50  61  11  2.81 
53  3  10.1 
Copper  30.3  50  53  3  9.6 
58  8  2.8 
Zinc  29  50  55  5  5.78 
58  8  11.37 
Aluminum  22.5  50  60.14  10.14  8.43 

Tin  28.9  50 

Lead  91  50 

Aluminum  85.5 
 

 
 
 

Density Lab (Unknown Metals) 
 

Unknown  Mass (g)  Volume  Volume  Volume  Density  
Object  Before (ml)  After (ml)  Object 
9.7 
Object A  29  50  53  3  7.57 
2.737 
Object B  30.3  50  54  4  9.67 
7.375 
Object C  21.9  50  58  8  2.76 

Object D  29  50  53  3 

Object E  29.5  50  54  4 

Object F  19.3  50  57  7 

 
 
 
 
 
 
 
 
 

Density Lab Report 
Name: Hannah Yong 
Class: Galileo 
Teacher: Mr. Lopez 
Date: 10/2/18 
 
Investigation Title: Titanic 
 
I. Investigation Design  

A. Problem Statement:  
The Density of the Titanic would have sunk the ship 
 

B. Hypothesis: 
 
The Titanic was somehow cut from the outside and water poured in 
therefore sinking the ship.  
 

C. Independent Variable: x 
Levels of IV 

The ship was The ship hit an The ship was The ship didn’t The ship
torn by the iceberg too heavy have enough couldn’t sustain
iceberg fuel the weight of the
people on the
ship

 
D. Dependent Variable:y 

The ship sinks in the water and how fast it sinks. 
 

E. Constants: same miniature ship, same water, same materials of the 
ship (metals) 

F. Control: The ship that isn’t affected or sinking 
G. Materials: (List with numbers) 

1. Miniature titanic 
a. Metal 

2. Iceberg 

a. Ice 

 

H. Procedures: (List with numbers and details) 

1. Put the ship in the water and let it sail  

2. Place the Iceberg somewhere in the way of the ship 

3. Watch it and see what happened to the ship and how the ship 

sinks  

4. Record how fast the ship sinks in minutes 

 

II. Data Collection 

A. Qualitative Observations: 

The ship quickly filled with water and sank. When the ship was ripped 

by the ice, it didn’t immediately fill with water but it did fill up 

eventually. 

 
Descriptions of metals ( 2 or 3) 

- Strong Durable Metal on the top such as chromium 

- Lighter metal like steel 

 

B. Quantitative Observations: (Key data) 

1. Data Table 

 

Why the Ship Might Sink How Fast the Ship Sinks (mins)

Hits an Iceberg 12

Torn by an Iceberg 29

Too Heavy 8

Didn't have Enough Fuel 150

Weight of People on the Ship 130

 

 

  

 

2. Graph 

 

  
3. Calculations 

Show 3 Math Examples 
Copper 
D = m/v 
D = 27 g3 cm3 
D = 9 g/cm3 
M = D✕V 
M = 9 g/cm3✕3cm3 
M= 27g 
V=M/D 
V=27g/9 g/cm3 
V = 3 cm3 
III. Data Analysis/Conclusion 
After experimenting, I came to the conclusion  
V. References and Citations 
2 or 3 web links 
 
 
 

 
 
 
 
 
 
 
 

 
 
 
 
 

DO NOW 10/23/18  Specific Heat Heat Energy
(cal/gC) (calories)
Substance
(include pictures) 1.0 cal/g℃ Heat = m*Δ​ T*SH*g/℃ 
Heat = 500*5C*1​ .0 cal/g℃
Water Heat = 2500 cal

Aluminum 0.9 cal/g℃ Heat = m*​ΔT*SH*g/℃  
Heat = 500*5C*0.9 cal/g℃  
Heat = 2250 cal 

Copper 0.386 cal/g℃ Heat = m*​ΔT*SH*g/℃  
Gold 0.129 cal/g℃ Heat = 500*5C*0.386 cal/g℃  
Heat = 965 cal 

Heat = m*​ΔT*SH*g/℃  
Heat = 500*5C*0.129cal/g℃  
Heat = 322.5 cal 

Graph of Specific Heats and Heat Energy:
Conclusion:

Phase Change of Water Experiment: temperature (C)
Water 0
0.5
time (mins) 1
1.5
2 -3
2.5 -2
3 -1
3.5 -1
4 -1
4.5 1
5 1
5.5 1
6 2
6.5 3
7 5
7.5 9
8 14
8.5 19
9 25
9.5 28
10 32
10.5 37
11 41
11.5 45
12 49
12.5 52
13 56
13.5 59
14 62
14.5 65
15 67
70
72
74
76

15.5 77
16 78

16.5 80
17 80

17.5 81
18 81

18.5 81
19 81

19.5 81
20 81

20.5 82
21 83

21.5 83
22.5 83

23 83
23.5 83.5

24 83.5
24.5 84

25 84

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?

While the ice was melting and the water was heating up.
2. How would the graph be different if we tried this experiment with Gold? Explain:

The melting point would be different along with the boiling point of the Gold
3. What is the role of energy during the phase changes?

The energy is from the atoms inside the ice/gold loosen up and create a liquid.
4. Describe the motion of the

molecules throughout the
experiment. Find diagrams that
show the motion.

5. How does the Average Kinetic
Energy change throughout the
experiment? (Be specific)

The average kinetic energy changes throughout the experiment by vibrating and
splitting the molecules apart from each other.

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 heat energy will be different because the different beakers of water have different
masses.

B. Temperature
The temperature would be the same.

C. Average Kinetic Energy
The average kinetic energy will be the same because they are the same same type of
material, water.

D. Specific Heat
The specific heat would be the same because the masses doesn’t define the specific
heat it's the e same substance so it’s the same specific heat.

E. Latent Heat (Define it) (a heat required to change water into vapor)
The heat would be different because it’s different amounts you are trying to turn into
vapor.

7. Why do we put water in a car’s engine? Explain:
Water prevents the engine from ovreheating or it;s used to mix into coolants to prevent

overheating.

Moth Crystals Temperature (C)
Times (mins) 0
0.5
1 89
1.5 78
2 71
2.5 66
3 63
3.5 60
4 58
4.5 57
5 56
5.5 55.5
6 55
6.5 54.9
7 54
7.5 54
8 53
8.5 53
9 53
9.5 52
10 53
10.5 52
11 52
11.5 52
12 51
12.5 50
13 51
13.5 50
14 49
14.5 48
15 47
15.5 45
41
38

16 36
16.5 35

17 34
17.5 33

18 33
18.5 32

19 32
19.5 32

20 32
20.5 32

21 31.5
21.5 31
22.5 31

23 30.5
23.5 30

24 30
24.5 29.9

25 29.5

 
 
 



Classification of Matter

Textbook: Chapter 15 (448-473)

1. Vocabulary
Directions: ​Write the definition and master the words on Quizlet. Include a
screenshot on this document showing your mastery of the words. Include a
picture that represents each word.
Quizlet Link: ​https://quizlet.com/_5lm2ld

Substance Heterogeneous Solubility Solvent
Mixture A measure of A liquid
A single kind of how much solute substance
matter that is pure A mixture in which can dissolve in a capable of
and has a specific different materials given solvent at dissolving other
set of properties. can be a given substances.
distinguished easily temperature.
.

Element Homogeneous Atom Saturated
Mixture
A Substance with A Basic unit of Containing the
atoms that are all A mixture in which matter. highest amount of
alike. substances are substance.
evenly distributed
throughout the
mixture.

Compound Solution Solute Unsaturated

A substance made A homogeneous A substance that is A solution that
up of atoms of two mixture of two or dissolved in a contains less
or more different more substances. solution. than the
elements joined by maximum
chemical bonds. amount of
dissolved solute
in a
concentration.

Mixture Concentration Suspension Supersaturated
A​ mixture in which
A combination of A measurement of Increases the
two or more how much solute particles can be concentration of a
substances that are exists within a seen and easily solution beyond
not chemically certain volume of separated by saturation point.
combined solvent. settling or filtration.

Classification of Matter

*Provide Examples of each form of matter. Include a picture.

Heterogeneous Homogeneous Element Compound

Mixture Mixture

Granite Cold Soft Drinks Copper Coating Water
on Pennies

Concrete Vinegar Pencil Tipsl Chalk

Dry Soup Mixes Glue Mercury Detergent

Sugar Milk Copper Toothpaste

Sand Plastic Oxygen Salt

Critical Thinking:
● How are the examples for Heterogeneous and Homogeneous
MIxtures different?
The examples of Hetergogenuos Mixtures are mostly solids and put
together with different elements and they are not chemically
combined. The Homogeneous Mixtures are mostly liquids and
chemically combined.
● How are Elements and Compounds similar and different?

Elements are singular elements and Compounds are combinations of elements.
Activity: Candy Mixture

Directions: Y​ ou will create a candy and snack mixture and determine the Mass% of each
component found within your mixture. Your mixture must have at least 4 different components.
Your group must sort and classify the mixture and find the mass of each component and then
create a pie chart.
39.5 grams

Table: (Use this table to record your results) 2.5

Colors (M&M’s) Amount Mass
Red 3 4.8
Orange 9 7,8
Green 7 7.8
Yellow 8 9.5
Blue 16 13.8
Brown 3 4.8

Graph:

Conclusion:​ How is your sample an example of a Heterogeneous mixture? Explain how it is
different from the mixtures other groups. (Use data) How is this different from a compound?
Use an example from the past assignment or
research some compounds.

The M&M’s are a example of a heterogeneous
mixture. For example, Leah’s graph, shows a different mixture than mine. It’s all candy but there
are different percentages of how much candy is in each. In addition, all the Candies in her
mixtures were different. In my graph, all the candies were also differnet. This proves that M&M’s
and Candies are examples of Heterogenous Mixtures.

Mixture Practice:

Directions: Analyze the data tables below and use the data to answer the questions about the
rock samples. YOu will do a similar lab tomorrow in class.

Table 1: Rock Mixture A Mass % of Sample
Component 35 g 35/76 = 46%
12 g 12/76 = 16%
Large Rocks 7g 7/76 = 10%
Small Rocks 3g 3/76 = 4%
Fine Grained Sand 17 g 17/76 = 22%
Coarse Grained Sand 2g 2/76 = 3%
Elements 76
Compound (Your choice) 100%
Total

Table 2: Rock Mixture B Mass % of Sample
Component 154 g 154/235 = 66%
41 g 41/235 = 18%
Large Rocks 18 g 18/235 = 8%
Small Rocks 12g 12/235 = 5%
Fine Grained Sand 7/235 = 2%
Coarse Grained Sand 7g 3/235 = 1%
Elements 3g
Compound (Your choice) 235 100%
Total

QUIZ Review: Classifying Matter

Research Heterogeneous and Homogeneous Mixtures and write down characteristics and
examples in the chart below:

Heterogeneous Mixtures Homogeneous Mixtures

A homogeneous mixture is a solid, liquid, or A homogeneous mixture is a solid, liquid, or
gaseous mixture that has the same gaseous mixture that has the same
proportions of its components throughout any proportions of its components throughout any
given sample. given sample.

Determine the Mass % of each component within the following Mixtures and Make Pie Charts:

25 grams of Large Rocks 36 grams of Fine Grained Sand
125 grams of Small Rocks 3 grams of Salt
75 grams of Coarse Grained Sand 19 grams of Copper (Cu)

175 grams of Large Rocks 23 grams of Fine Grained Sand
35 grams of Small Rocks 11 grams of Salt
89 grams of Coarse Grained Sand 53 grams of Copper (Cu)

Determine the Mass % of each element in the following compounds: (Choose 4 Compounds)

Positive Ions Negative Ions

Sodium Phosphate

Calcium Carbonate

Potassium Sulfate

Lithium Nitrate

QUIZ: Classifying Matter

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

Element or Compound.

Column A Column B

Salad Heterogeneous

Copper Element

Lemonade Homogeneous

Rocks, sand, gravel Heterogeneous

Salt Water Homogeneous

Gold Element

Sodium Chloride ​(NaCl) Compound

Air (Oxygen, nitrogen, carbon monoxide…) Homogeneous

K​2​SO4​ Compound
Twix, snickers, pretzels, popcorn in a bag Heterogeneous

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

Mixture A Calculations
125/241 * 100 = 0.518
75/241 * 100 = 0.311
32/241 * 100 = 0.132
9/241 * 100 = 0.037

Mixture B Mass (g) %
Large Rocks 205 53
Small Rocks 58 15
Coarse Sand 97 25

Iron 29 7

Mixture B Calculations
205/389 = 0.529
58/389 = 0.149
97/389 = 0.249
29/389 = 0.074

Graphs

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

K​2S​ O4​ ​ - Potassium Sulfate
(Show Math Here)
K - 39 amu (78) (45%)
S - 32 amu (18%) (37%)
O - 16 amu (64) (9%)
78/174 = 0.448
32/174 = 0.183
64/174 = 0.367

Na​3​PO4​ ​ - Sodium Phosphate
(Show Math Here)
Na - 23 amu (69) (33%
P - 31 amu (44%)
O - 16 amu (64) (23%)

69/164 = 0.329
31/164 = 0.443
64/164 = 0.229

IV. Conclusion:
1. Explain the difference between

Mixtures and Compounds u​ sing data​. C​ ompare the pie charts.
There are many differences between mixtures and compounds. For example, Mixtures

are combining ingredients or elements but not having them chemically react to each other or
combine fully like a heterogeneous mixture. A salad is a great example of a mixture. Many
ingredients such as lettuce, tomatoes, fruit and vegetables are all put into one mixture but you
can easily seperate these ingredients from each other. On the contrary, a compound is again
combining elements but the elements or ingredients chemically combine giving it a new element
or combination of ingredients. Lemonade is an example of a compound, Different ingredients
sich as lemon juice, water and sugar are all seperate ingredients but when you combine them,
they become one compound, lemonade.

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

For our experiment, we were expected to be able to seperate the salt from a small
amount of sand. We had already seperated this heterogeneous mixture into groups, large rocks,
fossils, medium rocks, coarse sand, fine sand, pennies/metals and pebbles. Our larger
componenets were put back into the big bucket and we were left with the fine sand. We had
used a coffee filter and a funnel on top of a stand to seperate the sat. we dumped the sand
inside the filter and added water. The water drained from the coffee filter and into the blue tray.
Over the weekend, we let the blue tray of what seemed like regular water, evaporate. When we
came back from the weekend, the water had all evaporated and the salt was left in the blue tray.



Naming Compounds Presentation:





Solubility Graph Practice:
Directions: C​ onstruct a solubility graph that contains 5 substances from
the chart. (Temperature on X-axis and Solubility on 7-axis)

Salt Solubility Data*

Salt Name Chemical Tempe

Formula rature

(​○C​ )

0 10 20 30 40 50 60 70 80 90 100

Ammonium NH​4C​ l 29.4 33. 37.2 45.8 55.2 65.6 77.3
Chloride 3

Potassium KNO3​ 13.9 21. 31.6 45.3 61.4 83.5 106.
Nitrate 2 0

Sodium NaNO​3 73 87.6 102 122 148 180
Nitrate

Barium Ba(OH)​2 1.67 3.89 8.22 20.9 101.
Hydroxide 44

Potassium KCl 28.1 31. 34.2 40.0 45.8 51.3 56.3
Chloride 2

Lithium LiCl 69.2 83.5 89.8 98.4 112 128
Chloride

Potassium K​2S​ O4​ 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19. 21.4 22.9 24.1
Sulfate 8

Sodium NaCl 35.7 35. 36.0 36.2 36.5 36.8 37.3 37. 38.1 38.6 39.2
Chloride CuSO​4 8 6

Copper (II) KI 14.3 17. 20.7 24.2 28.7 33.8 40.0 47. 56.0 67.5 80.0
Sulfate 4 0

(A​ nhydrous)​ 128 144 162 176 192 206
Potassium

Iodide

Critical Thinking Questions:

1. How does the solubility of NaCl vary with the temperature of the water? E​ xplain using
your data

The solubility of the element depends on the temperature of the water and the higher the
temperture of the water the more soluble the Sodium Cloride will be.

2. What generalization can you make about the relationship between solubility and
temperature?

Many solids dissolve in liquid water, the solubility increases with temperature. The increase in

kinetic energy that comes with higher temperatures allows the solvent molecules to more

effectively break apart the solute molecules

Name: Hannah Yong
Class: Galileo

QUIZ:​ Solubility and Compounds

I. Write the formula for the following compounds:

1. Sodium phosphate Na​+1P​ o​4​-3
Na​3​Po4​

2. Magnesium carbonate Mg+​ 2​CO​3-​ 2
MgCO3​

3. Ammonium carbonate NH​4+​ 1,​ C​ O​3​-2
(NH4​ )​ ​2C​ O​3-​ 2

4. Lithium sulfate Li+​ 1S​ O​4​-2
Li​2​SO4​

5. Aluminum hydroxide Al​+3O​ H-​ 1
AlOH​3

II. ​Write the name of the following compounds:

6. CaCO​3 Calcium Carbonate

7. Ag3​ ​PO​4 Silver Phosphate

8. K2​ S​ Potassium Sulfur

9. Mg(ClO3​ )​ ​2 Magnesium Chlorite

10. ZnF​2 Zinc Flourine

Question: E​ xplain how you used your Periodic Table to find the charges of 2 of the elements:
I used Sodium which is Na and has a charge of +1I found this charge because this is in the first
row, the first row’s charge is +1. Another element I used was aluminum and this was Al charge
of +3. I found this charge because this was in the 3rd line after skipping the middle elements.

III. Solubility -​ Read the questions and analyze the solubility graphs. Explain the appearance
of the beaker with the following solutions:
1. Suppose you have 160 g of Potassium nitrate at 55 C.

The point would be the intersect of 55 and 160 in the graph and would be above the
graphed line of potassium nitrate therefore the beaker would still have the solute at the bottom.
This would be supersaturated because the point is above the potassium nitrate line.

2. Suppose you have 200 g of Potassium Iodide at 60 C.
The point would be the intersect of 60 and 200 in the graph and would be below the

graphed line of potassium iodide therefore the beaker would not contain any visible atoms or
crystals inside of it. This would be unsaturated because the point is below the potassium iodide
line.

IV. Mass %​ You are exploring the Mississippi River and collect water samples. You find the
following ions in the water:

Sodium
Phosphate
Sulfate
Magnesium
Carbonate
Lithium

Your company needs you to compare the Oxygen content in 2 of the compounds. Choose 2
compounds and report the compound with the greatest and least % of oxygen. Construct Pie
Charts of both compounds.

Lithium
Li​+1

Phosphate
P-​ 3​ and O​-2

Sulfate
S​-2 ​ and O​-2

Magnesium
Mg​+2

Carbonate
C​+4​ and O​-2

Sodium
Na​+1

Lithium Sulfate (Li​2S​ O4​ )​
S​-2 ​ and O​-2

Lithium (2) - 7 amu (14)
14/110 = 0.127 * 100 = 12.7%
Sulfur - 32 amu
32/110 = 0.29 *100 = 29%
Oxide (4) - 16 amu (64)
64/110 = 0.581 * 100 = 58%

Lithium Carbonate (Li​2​CO3​ ​)
C+​ 4 ​and O-​ 2

Lithium (2) - 7 amu (14)
14/74 = 19%
Carbon - 12 amu
12/74 = 16%
Oxide (3) - 16 amu (48)
48/74 = 65%

Lithium Phosphate
Li​+1 a​ nd PO​4​+3
Lithium (2) - 7 (14)
14/186 = 0.075*100 = 7%
Phosphurous (4) - 31 (124)
124/186 = 0.66 *100 = 66%
Oxide (3) - 16 (48)
48/186 = 0.25*100 = 25%