Green Science Portfolio: Claire Loehmann

Grade 8 Science Portfolio:

Claire Loehmann

Survey Graph Conclusion:

Survey Graph Conclusion
1. Data Table

Sports Responses
Baseball 4
Basketball 4
Football 5
Soccer 11

2. Graph

3. Write a short conclusion of 5 sentences
From the data I have collected I can conclude that among the students in this science class the
most popular sport to play is soccer, with eleven students marking it as their favorite. Among the
other choices, baseball, football, and basketball, football was the most popular, with five people
saying that it is their favorite. Baseball and basketball were the least popular, each of them only
having four people claiming them as their favorites. There was a large jump, seven responses,
between the least popular and most popular sports. In order to complete this chart I gathered
information from my classmates as to their sports preferences, which I then put into a data table,
which would later be transformed into a graph.

Airplane Experiment:



Scientific Method Quiz:

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

Which of the four chemical compounds sent to Mr. Smithers will most increase the amount of widgets
his employees produce in a week?

Hypothesis

If the employees are given the chemical compounds, then it will decrease the amount of widgets that
they produce.

Independent Variable Magnesium Hydroxide Calcium Sulfate Water
Sodium Chloride

Dependent Variable
How many widgets the employees produce

Constants​ (Pick 2)

The job that the employees have to complete The time that the employees have to complete the
job

Control
Water

Basic Procedures:​
(List 5-8 steps)

1) Separate the 100 employees into four different groups
2) Dissolve the chemical compounds into water
3) Give them each the chemical compound to drink
4) Give them each the same task (producing a product called a widget)
5) Monitor their efficiency over the course of a week
6) At the end of the week count the amount of widgets that each of the groups made
7) Repeat the experiment a reasonable amount of times as to collect proper data

Data Table:​ (Place data table here)

Water Sodium Chloride Magnesium Calcium Sulfate
Hydroxide
102 widgets 67 widgets 97 widgets
105 widgets 72 widgets 83 widgets 100 widgets
109 widgets 62 widgets 93 widgets
86 widgets

91 widgets

Graph:​ (Place graph here)

Conclusion:
Based on the data drawn from Mr. Smither’s experiment, we can see that Water produced the best

results. When given any of the chemical compounds the employee's ability to produce widgets was
actually decreased, since they had chemicals flowing through their system. The Water group, or the
control group, produced an average of 105 widgets over the course of the testing time, while its closest
competitor, the Calcium Sulfate group, produced an average of 96 widgets. Between the Sodium Chloride
group, the lowest group, and the Water group, there was actually a 37 widget difference, showing just
how much drinking only water improved the work of the employees. Even when the results of the three
chemical compounds are averaged out, the Water group still produces more widgets, with the average of
all three being 83 widgets produced, while the average of the Water group is still 102. Based on the data,
my hypothesis was proved correct, as I predicted that forcing the employees to drink any of the chemicals
would result in a lessened workplace productivity.

Density Quiz:

Density QUIZ

1. The scientist collected an object with a density of 6.4 g/cm3​ ​ and a volume of 79
cm​3.​ What is the mass of this object?
a. M = (v)(d)
M = (79 cm3​ ​)(6.4 g/cm3​ )​
M = 505.6 grams

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?

a. D= m
v
125 g
D= 18 cm3

D = 6.94 g/cm​3

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

V= m V= m
d d
350 g 530 g
V= 19.3 g/cm3 V= 10.5 g/cm3

V = 18.14 cm3​ V = 50.48 cm3​

Silver has a higher volume than gold because the density is lower than that
of gold while the mass is higher than that of gold. Since silver has a lower density
and higher mass than gold, its volume would need to be higher in order to balance
out the two amounts. Gold has a lower mass and higher density, meaning that in
order to balance out the two numbers, in order to keep the proper density, gold
would need to have a lower volume.

Gold Silver

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

The reason that the Titanic sank after hitting the iceberg had everything to
do with density. In order for ships to float, their density needs to be less than that
of the water surrounding them. Even though the Titanic was made out of metal, the
inside of the ship was filled largely with air, and the metal was spread over a large
area, giving it a high volume. Since the titanic had such a high volume, compared

with a relatively low mass, the density was lower than that of the water outside.
However, after the Titanic hit an iceberg and sprang a leak, it began taking on
water, making the mass of the ship increase. This made the density higher until the
Titanic was no longer a lighter density than the water surrounding it, causing the
ship to sink. Water has a density of 1 g/cm​3​, meaning that the density of the ship
would have to be below 1 g/cm3​ ​. The density of air, the substance that largely filled
the Titanic, was roughly one-thousandth of that of water, bringing the Titanic’s
density down by a considerable amount. However, after the leak was created the
space that was previously filled by air was replaced with water, increasing the mass
of the ship while the volume stayed the same. Since the mass was increased while
the volume wasn’t, the density increased by a substantial amount, making it so that
the density of the ship was higher than that of the water.

Bee and Perfume Experiment:



Phase Change of Water Lab:

3. Activity: Phase Change 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. When did the temperatures stay the same on the graph? Why did the temperatures
stay the same at 2 points during the lab?
1.1. The only point during the lab that the temperatures stayed the same was
during the Phase Changes, or the Point of Fusion and the Point of
Evaporation. During the phase changes the energy generated by the heat
goes to breaking apart the structure of the molecules in order to form a new
substance, rather than actually increasing the temperature.

2. How would the graph be different if we tried this experiment with Gold? Explain:
2.1. If we tried this experiment with gold, the temperature line would increase
less as the time grew. Since gold is a much denser object than water, it takes
longer to melt, or even for the temperature to increase. So, it would take a
much longer time for the gold to melt, and it may not even have melted over
the course of the half hour.

3. What is the role of energy during the phase changes?
3.1. During phase changes, the energy doesn’t go towards increasing the
temperature of the object, rather it goes to breaking apart the bonds between

the molecules. Each time the substance undergoes a phase change, the
molecules grow farther apart, which is caused by the heat energy.

4. Describe the motion of the molecules throughout the experiment. Find diagrams
that show the motion.
4.1. Throughout the experiment the molecules begin to move more and more. The
energy causes the molecules to move, and it is this motion that actually causes
the water to heat up. As the water grows hotter and hotter, the molecules
move around more and more, bouncing off of each other and generating
heat. During the phase changes, the movement of the molecules is slightly
different. Instead of bouncing around, the structure of the molecules change
and the bonds between the molecules break apart.

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

5.1. Throughout the experiment, the Average Kinetic energy increases. Kinetic
energy is caused by the movement of objects, in this case molecules, and as
the experiment goes on, and the temperature is increased, the molecules
move around more and more. Since the molecules are moving around so
much, it’s generating more kinetic energy.

6. How does this relate to the heat trapped in the atmosphere? Find a diagram that
illustrates this concept.
6.1. The heat and gases around our planet trap enough heat in our atmosphere to
keep the temperature between the freezing point and boiling point, making it
the right temperature for human life.

7. 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 - T​ he 400 mL beaker would have a higher heat energy at the end of the
experiment. The 400mL beaker has a higher mass, and therefore is made up of more
molecules, since there are more molecules moving around and heating up, the
400mL beaker would have the higher heat energy.

B. Temperature - A​ fter both beakers of ice reached the boiling point, they would have
the same temperature. The boiling point of water is the same for all water, no
matter the amount of water within the beakers.

C. Average Kinetic Energy - A​ t the end of the experiment, the 200 mL beaker would
have the higher Average Kinetic Energy. Since there is less space for all of the
molecules to move around, they bounce off of each other more often, causing them
to move faster than molecules with more space to move around.

D. Specific Heat - ​Specific heat is the heat required to heat up a specific element. Since
both of the beakers contain water, the specific heat would be the same, even though
their masses differ.

E. Latent Heat - T​ hey would have the same latent heat as well. Since, similar to specific
heat, latent heat deals more with elements than actual mass of an object. The
difference between specific heat and latent heat is that latent heat deals with the
energy required to complete a phase change, rather than required to heat up the
water.

Phase Changes Quiz:

QUIZ: Phase Changes
Directions: ​Analyze 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 Pt. Boiling Heat of Specific Heat
Fusion (C) Pt. (​ C) Vaporization Heat Energy
(cal/g) (cal/g) (cal/gC) (cal)

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:

The independent variable is the type of metal, in this case the independent variables are
aluminum and gold.

Dependent Variable:
The dependent variable is the amount of heat energy that is required to heat the materials.

Constant:

The constant within this experiment is the mass, both the aluminum and the gold have a mass of
65 grams.

Control:
The control is 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 Pt. Boiling Heat of Specific Heat Energy
Fusion (C) Pt. (​ C) Vaporization Heat (cal)
(cal/g) (cal/g) (cal/gC)
193,340.55
Aluminum 65 g 95 660 2467 2500 0.21 calories

Gold 65 g 15 1063 2800 377 0.03 28,867.15
calories

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

a. Heat = Mass * Heat of Fusion
b. Heat = 65g * 95cal/g
c. Heat = 6,175 calories

a. Heat = Mass * Change in Temperature * Specific Heat
b. Heat = 65g * 1807 * 0.21cal/g
c. Heat = 24665.55 calories

a. Heat = Mass * Heat of Vaporization
b. Heat = 65g * 2500
c. Heat = 162,500 calories

Total Heat = 193,340.55 calories

B. Gold

a. Heat = Mass * Heat of Fusion
b. Heat = 65g * 15cal/g
c. Heat = 975 calories

a. Heat = Mass * Change in Temperature * Specific Heat
b. Heat = 65g * 1737 * 0.03cal/g
c. Heat = 3,387.15 calories

a. Heat = Mass * Heat of Vaporization
b. Heat = 65g * 377
c. Heat = 24,505 calories

Total Heat = 28,867.15 calories

Graph your results (____ out of 4):

Write a Conclusion (____ out of 4):
Even though the two metals, aluminum and gold, had the same mass, aluminum required a

much larger amount of heat energy in order for it to complete its phase changes and reach the
desired temperature. Heat energy is the amount of energy required to raise the temperature of, or
complete a phase change of, any desired material. The two phase changes, heat of fusion and heat of
vaporization, are written with the unit cal/g, which means that for every gram, a certain amount of
calories are expended. So, even though they had the same mass, aluminum would require more heat
energy as more calories per gram are required to complete its phase changes. The more heat energy
required to complete a phase change, the more time has to pass before the material can undergo the
phase change, since more heat energy has to be built up before it can be completed. The two
materials also had different specific heats, with gold’s being 0.21cal/g. This means that for every
gram of aluminum that needs to be heated it will require 0.21 of a calorie to do so, while for gold
only 0.03 of a calorie is required.

Questions:

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

(Hint: Use the Heat equation)

Since both of the substances pictured above are water, they would both have the same temperature
when they are boiling, which would be 100 degrees celsius. However, they would have different heat
energy. Heat energy is the amount of calories that are expended in order to get a substance to raise
its temperature or complete a phase change. To find the heat energy, you use the following set of
equations:

a. Heat = Mass * Heat of Fusion
b. Heat = Mass * Change in Temperature * Specific Heat
c. Heat = Mass * Heat of Vaporization
Since both substances are water, they would have the same heat of fusion, the same change in
temperature, the same specific heat, and the same heat of vaporization. The one difference between
the two is that the ocean has a much larger mass than the water in the beaker does. Since the ocean
has a bigger mass, the heat energy required to heat it would be larger, since there are more grams
that heat energy must be expended in order to heat.

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 a material is the amount of heat that is required to raise it a specific amount.
The specific heat depends on the materials, for example, gold will always have the same specific
heat, just like water will always have the same specific heat. Equally important to the actual specific
heat is its label, which is cal/gC. That label means that the specific heat is being measured in
calories expended per gram times the degrees of celsius that the item is being changed. Since water
has a higher specific heat, more calories have to be expended in order to heat the water the desired
amount, while less calories have to be expended in order to heat the gold. The specific heat is
directly correlated to how much heat energy is required to heat the material. Since water has a
higher specific heat, 1cal/gC it will require more heat energy per one gram being heated one degree
to heat it, while gold, 0.03cal/gC would require a lot less heat energy in order to heat one gram one
degree.

Elevation and Heat Presentation:



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:

37 grams of Large Rocks 11.35%
59 grams of Small Rocks 18.1%
125 grams of Coarse Grained Sand 38.34%
75 grams of Fine Grained Sand 23%
5 grams of Salt 1.53%
25 grams of Copper 7.67%
Total: 326 grams

4. Pie Chart:

5. Math Examples
Large Rocks - 37/326 = 0.11 * 100 = 11%

Small Rocks = 59/326 = 0.18*100 = 18%

Coarse Grained Sand = 125/326 = 0.38*100 = 38.34%
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:

48 grams of Large Rocks 12.77%
78 grams of Small Rocks 20.74%
56 grams of Coarse Grained sand 14.36%
175 grams of Fine Grained Sand 46.54%
2 grams of Salt 0.53%

17 grams of Copper 4.52%
Total Mass: 376 grams

4. Pie Chart:

5. Math Examples
Fine Grained Sand = 175/376 = 0.46*100 = 46.54%
Salt = 2/376 = 0.0053*100 = 0.53%
Copper = 17/376 = 0.045*100 =4.52%

___________________________________________________________________________

1. A third scientist received a 250 gram sample of Silver Nitrate - A​ gNO3​

2. Chart for Mass % of a Compound

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

a. The main way that these two substances are different is in the division of the substances
throughout the sample. Both samples consisted of the same materials: Large Rocks,
Small Rocks, Coarse Grained Sand, Fine Grained Sand, Salt, and Copper. However,
different percentages of the sample are made up of these specific materials, which is the
main way that the two differ. For example, Sample 1 was made up of 1.53% salt while
Sample 2 was only made up of 0.53% salt.

2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
a. Within heterogenous mixtures the molecules or particles within the heterogenous mixture
can be of any percent, while compounds are always made up of the same proportion of
particles. For example, water is always made up of two hydrogen and one oxygen, while
heterogenous mixtures can be made up of any mixture. Take the samples up above for
example, they are both made up of the same particles: Large Rocks, Small Rocks, Coarse
Grained Sand, Fine Grained Sand, Salt, and Copper. However, both of the samples
contain different percentages of the particles, for example Sample 1 is 1.53% salt while
Sample 2 is only 0.53% salt, and yet they are still both heterogenous mixtures.

Classifying Matter Quiz:

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 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 51.87%

Small Rocks 75 31.12%

Coarse Sand 32 13.28%

Iron 9 3.73%

Mixture B Mass (g) %
Large Rocks 205 52.7%

Small Rocks 58 14.91%
Coarse Sand 97 24.94%
Iron 29 7.46%

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

Mixture A - Large Rocks: 125g/241g = 0.5187g*100 = 51.87%

Mixture B - Iron: 29g/389g = 0.07455g*100 = 7.46%

Graphs:
Mixture A

Mixture B

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

K​2S​ O4​ ​ - Potassium Sulfate
(Show Math Here)

Potassium(2)(39g) = 78g/174g = 0.45*100 = 45%
Sulfur(1)(32g) = 32g/174g = 0.18*100 = 18%
Oxygen(4)(16g) = 64g/174g = 0.37*100 = 37%
Total Mass = 174 grams

Na3​ P​ O4​ ​ - Sodium Phosphate
(Show Math Here)

Sodium(3)(23g) = 69g/164g = 0.42*100 = 42%
Phosphorus(1)(31g) = 31g/164g = 0.19*100 = 19%
Oxygen(4)(16g) = 64g/164g = 0.39*100 = 39%
Total Mass = 164 grams

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

Despite the fact that both compounds and mixtures are made up of one or more pure elements,
there are many differences between compounds and mixtures. For example, compounds are chemically
combined, making them very hard to split. On the other hand, mixtures aren’t chemically combined, in
fact, most of the time you can see the different components within the mixture. Another one of the main
differences is the pure elements within the mixtures and compounds. Within a compound, the same
amount of pure elements are always chemically combined. For example, water, which is a compound, is
always two parts hydrogen and one part oxygen. However, mixtures are combined more haphazardly. If
you look at the two mixtures above, Mixture A and Mixture B, you will see a great example. Both of them

are made up of the same components, Large Rocks, Small Rocks, Coarse Sand, and Iron, but both of them
are made up of different percentages of these materials. If you look at the percentage of Large rocks in
Mixture A, 51.9% of the mixture is made up of Large Rocks. If you look at the percentage of Large Rocks
in Mixture B, 52.7% of the mixture is made up of Large Rocks. A great way to visualize this is through
pie charts, which are, again, up above. Pie charts enable you to see the different percentages of the two
mixtures that each element makes up. One more easy way to tell the difference between a compound and
a mixture is by judging whether or not you can make out the different elements in the sample at question.
If you can make out different components, such as Large Rocks and Coarse Sand, then it is a mixture.
However, this tactic may not work for all mixtures. If you look at a homogeneous mixture instead of the
heterogeneous mixtures we have example of up above, it will be much harder to discern the elements
within the mixture. In conclusion, there are a few differences between compounds and mixtures, however,
the main one is that compounds are always made up of the same percent of everything, while mixtures
will contain more random percentages of their elements.

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

The sand was originally a mixture, since it was made up of various percentages of various
elements, including salt. Our goal was to separate the salt from the rest of the sand. In order to separate
the salt from the sand, we placed the sand in a funnel and ran some water through it. Due to the fact that
water is a solvent, and salt is a solute, which means that salt can be dissolved and water can dissolve
things, the salt dissolved into the water. Since the rest of the sand was not soluble, or not dissolvable, it
stayed in the funnel.

Everything is made up of positive and negative ions, including the salt molecules and the water
molecules. Near the hydrogen atoms, the water molecule has a more positive charge, while near the
oxygen atom the water molecule has a more negative charge. Due to this the salt was actually pulled
apart, since the negative ions within the salt were attracted to the hydrogen molecules while the positive
ions in the salt were attracted to the oxygen molecule. Without the positive and negative ions, the salt is
no longer able to hold together and it dissolves into the water.

Solubility Quiz:

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?
15g/100gH​2​O
2. What is the Solubility of NH​4​Cl at 70 C?
60g/100gH2​ O​
3. What Temperature would 80 grams of KNO​3​ completely dissolve and become saturated?
50 degrees celsius
4. Suppose you have 120 grams of NaNO3​ a​ t 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
If you had 120 grams of NaNo​3​ at 30 C, the solution would be Supersaturated. In order to make it

saturated, you would have to take away around 25 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)
If I had 120 grams of NaNO3​ ​ at 30 C, in order to make it saturated, I would have to increase the
temperature by about 25 C. This way, the 120 grams of NaNO3​ ​ would be able to dissolve in the water.

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?
If I had 70 grams of KNO​3​ at 60 C, the solution would be undersaturated. In order to get it to be
saturated, I would have to add 30 grams of KNO3​ ​ in order for it to become saturated at 60 C.
7. Suppose you have 70 grams of KNO​3​ at 60 C. What could you do to the Beaker to make the solution
Saturated? (Use Data from graph here).
If I had 70 grams of KNO​3​ at 60 C, and I wanted it to become saturated, I could increase the
temperature of the beaker. This way the solution would be able to dissolve.
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
Soluble #4
Silver nitrate Soluble #2
Ammonium nitrate Insoluble
Calcium carbonate Insoluble #6 and #7
Insoluble #7
Zinc sulfide Soluble #4
AgCl Soluble #1
Na​2​SO4​ Insoluble #6
#3
Calcium phosphate
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​+1​ + Cl-​ 1​ + Ag​+1​ + NO​3-​ 1 K​+1​ + NO3​ ​-1​ + Ag​+1​ + Cl-​ 1

Reaction: KCl + AgNO​3 ​ Reaction: KNO​3​ + AgCl
​

Since both KCl and AgNO3​ ​ are soluble KNO3​ ​ is soluble, so when you placed it in the
they would both dissolve in the beaker, beaker, it would just dissolve into a bunch of ions
floating around. However, AgCl is insoluble, so it
so there would just be a lot of ions floating would settle to the bottom and never dissolve.

around.

Reaction #2

Lithium Phosphate + Calcium Sulfate → Lithium Sulfate + Calcium Phosphate

Ions Li+​ 1​ + PO4​ -​ 3​ + Ca+​ 2​ + SO​4​-2​ Li+​ 1​ + SO4​ -​ 2 ​ + Ca+​ 2​ + PO4​ -​ 3
Reaction: Li​3P​ O​4​ + Ca(SO​4)​ Reaction: Li​2S​ O4​ ​ + Ca​3(​ PO4​ )​ ​2

Since both Lithium Phosphate and Calcium Since Lithium Sulfate is soluble while Calcium
Sulfate are soluble, they would both dissolve in Phosphate is not, Lithium Sulfate would dissolve
the beaker, so there would just be a bunch of ions into the beaker while Calcium Phosphate would
floating around. sink to the bottom.

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.

If you were to put Potassium Chloride and Silver Nitrate in a beaker, you wouldn’t be able
to see anything. This is because both Potassium Chloride and Silver Nitrate are soluble, according
to rules #1 and #4. This means that when you put them in water, the ions in each molecule are
attracted to the positive and negative ions in the water molecules, and the solution is pulled apart.
So, when you looked at a beaker with Potassium Chloride and Silver Nitrate in it, you wouldn’t be
able to see anything since it would just be a lot of ions floating around. However, once the solutions
rebind, or are attracted to particles of the other solutions, Potassium Chloride and Silver Nitrate,
the two original solutions would become Potassium Nitrate and Silver Chloride. Unlike their
predecessor, however, only one of these solutions is soluble, Potassium Nitrate. So, if you were to
look at a beaker filled with Potassium Nitrate and Silver Chloride, you would actually be able to see
the Silver Chloride, according to rule #4. While the ions of Potassium Nitrate would be floating
around (since it’s soluble, according to rule #1) Silver Chloride would sink to the bottom, unable to
dissolve.

Between the two solutions, Potassium Nitrate and Silver Nitrate, Potassium Nitrate has the
higher concentration of oxygen, with 47.5% oxygen compared to Silver Nitrate’s 28% oxygen.
While both Potassium Nitrate and Silver Nitrate had 3 grams of oxygen within their mixtures, they
had different overall masses. Silver Nitrate’s mass was actually 69 grams higher than that of
Potassium Nitrate. Since Silver Nitrate had a higher mass, the same amount of oxygen, 48 grams,
wouldn’t compose as much of its mixture, which is why only 28% of its mixture was oxygen.

Potassium Nitrate Silver Nitrate
Oxygen(3)(16) = 48g/101g * 100 = 47.5% Oxygen(3)(16) = 48g/170g * 100 = 28%
Total Mass: 101 grams Total mass = 170 grams

V. ​What is wrong with the following formula: ​ (PO​4​)2​ N​ a
The two compounds that make up this solution are Phosphate and Sodium,

however, when written as a solution, it should be written as Sodium Phosphate, not
Phosphate Sodium. Also, whoever wrote the above formula did not put down the proper
ion charges for the two elements. Sodium has a charge of +1 and Phosphate has a charge of
3-. So, when put together, the reaction should be Na​3​PO4​ ​.

Conservation of Mass Activity:

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:

Reaction: ___NaHCO3​ ​ → ___NaOOCCH​3​ + ___H2​ ​0 + ___CO​2

___CH3​ ​COOH + (Sodium bicarbonate) (Sodium acetate) (water) (carbon dioxide)

(Acetic acid) _____g ________________ g _____ g
4
____ g 2 3
1

Formula weights

Reactants Products

1) Flask - 114.5 grams 1) Sodium Acetate - 61​.9​ grams
2) Tray - 2.5 grams 2) CO2​ ​ - 0.4 grams
3) Baking Powder - 5 grams 3) Total mass - 119.9 grams
4) Balloon - 2 grams 4) Balloon on TBB - 2.4 grams
5) Vinegar - 59
6) Overall Mass - 75.3 grams

Procedures:

1. Obtain the mass of the empty flask. ​Record
2. Obtain the mass of the empty balloon. ​Record
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. ​Record

5. Using techniques learned during previous lessons, place 5 grams of Sodium bicarbonate in the

balloon.

6. Secure balloon containing the Sodium bicarbonate over the flask opening and mix the two

substances

7. After the products have formed, remove the balloon and tie it off safely.

8. Measure the mass of the glass flask. RECORD #3 Sodium Acetate and Water

9. Subtract #3 from the Mass of the Reactants (1 +2). This is the mass of the CO2 in the balloon.

10. Try to find the mass of the CO2 in the balloon on the balance.

a. 2.4 grams

11. How does the mass of the CO2 differ using the 2 different methods? Why are they different?

a. Gas itself is very light, so on the Triple Beam Balance, it wouldn’t weigh as much as it
would when we used the original formula to find the mass of the Carbon Dioxide.

12. Perform the %error calculation.

Chart:

Object Mass

Flask 114.5g

Tray 2.5g

Baking Powder 16.3g
Balloon 2g
Vinegar 59g

Leftover formula 61.9
Flask and Formula 176.4
Overall - 64 grams

Error calculation:
((massp​ roducts​ - massr​ eactants​) / mass​reactants​) * 100 = % error

(( g - 119.9 g) / 119.9 g) * 100 = _______​ % error
61.9-64/61.9 * 100 = ​3.4%

Velocity Project:

Velocity Project

Due: Friday February 17

1. Define the following terms:

Motion - The action or Speed - The rate at which a Position - The place in which
process through which vehicle is able to move something is located
something is moved

Distance - The amount of Acceleration - A vehicle’s Terminal Velocity - The
space between two places
capacity to gain speed (within constant speed that a moving

a short amount of time). vehicle can maintain

Time - The way that humans Initial Velocity - A vehicle’s Displacement - The moving
measuring the passing of their starting speed of something from its place or
lives/events position

Velocity - The speed of Final Velocity - The speed of Key Metric units - How they
something in a given the vehicle as it stops moving velocity/speed is measured
direction

2. What is the difference between Speed and Velocity? Explain using an example in your
own words.

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:
Capri, Italy -
Dublin, Ireland
1685.28 miles

A. Fastest Runner
B. Model T Ford - 45 mph
C. Hindenberg - 84 mph
D. Tesla top speed
E. Fastest train
F. F35 Fighter Jet - 1199 mph
G. Vehicle of your choice

Math: Math Total Hours
Vehicle 37.44 hours
Model T Ford T= D
V 20.06 hours
Hindenberg T= 1685 miles
45mph 1.4 hours
F35 FIghter Jet
T = 37.44 hours

T= D
T= V1685 miles

84mph

T = 20.06 hours

T= D
V
T= 1685 miles
1199mph

T = 1.4 mph

*Provide a map showing your cities:

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?

When I arrive in Dublin, I would like to see the National Botanical Gardens. It’s a
roughly 48 acre piece of land full of natural growth along with manicured growth and
greenhouses. Within the city of Dublin, it acts as a place to allow plants to grow away from
the pollution and constant movement of the city. Centuries ago, in roughly 1014, Dublin
was the largest of the Viking cities, however, it wasn’t long before the English takeover
began to affect the city. A few years later, Dublin adopted Christianity, before it was taken
over by Henry II in 1171. It remained a British city over the course of many years, until
1798, when the United Irishmen revolted against the British rule. They were quelled, but
after this the British aristocracy began slowly receding back to Britain.

5. Determine and graph an 18% increase in Velocity for each vehicle - Show how the
Times would be affected by the increase in speed.
*Include pictures and brief description of each mode of transportation

Vehicle Math Total Hours
Model T Ford V = a(1+r) 32 hours

V = 45(1+0.18)
V = 45(1.18)
V = 53.1 mph

T= D
V
T= 1685 miles
53.1 mph

T = 32 hours

Hindenberg V = a(1+r) 17 hours
F35 FIghter Jet V = 84 mph(1+0.18) 1 hour
V = 98 mph

T= D
V
T= 1685 miles
98 mph

T = 17 hours

V = a(1+r)
V = 1199(1+0.18)
V = 1415 mph

T= D
V
T= 1685 miles
1415 mph

T = 1 hour

Vehicle Picture Description
Model T Ford
A car released on October
Hindenberg 1, 1908. Until 1972, it was
the longest production of any
vehicle, having had over 15
million models made. It
couldn’t travel very fast, but
that was common in cars at
the time.

A dirigible roughly 804
feet in length with a diameter
of 135 feet.

F35 FIghter Jet It was created as a stealth
airplane, it has a single seat
within the cockpit, meaning
only one person can fly it,
and only one engine.

6. Use a math calculation to show how long it would take the F35 Fighter Jet to get to

A. Sun

a. T= D
V
92,96m miles
b. T= 1415 mph

c. T = ​65696.1131 hours

d. T =​ 6.56961131 x 10​4

B. Saturn

a. T= D
V
745645430.6848 miles
b. T= 1415 mph

c. T = 5​ 26957.9 hours

d. T = 5​ .269579 x 105​

C. Neptune

a. T= D
V
27,000,000,000 miles
b. T= 1415 mph

c. T =​ 1​ 9081272.09

d. T = ​1.908127109 x 107​

Seed and Velocity Practice:

Unit 1: Uniform Motion ​.
Worksheet 8

More Speed and Velocity Problems

1. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.20 s later. Assume that the speed of sound in air is
340.0 m/s. How deep is the canyon?
a. D = T(V)
b. D = 5.2(340)
c. D = 1768 miles

2. The horse racing record for a 1.50 mi. track is shared by two horses: Fiddle Isle, who ran

the race in 143 s on March 21, 1970, and John Henry, who ran the same distance in an

equal time on March 16, 1980. What were the horses' average speeds in:

a. mi/s? d
1t.5m
i. V= 143s
ii. V=

iii. V = 0.01 mps

b. mi/hr?

i. V = (0.01(60))(60)

ii. V = (0.63)(60)

iii. V = 37.8 mph

3. For a long time it was the dream of many runners to break the "4-minute mile." Now
quite a few runners have achieved what once seemed an impossible goal. On July 2,
1988, Steve Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what
was Steve Cram's average speed in:
a. mi/min?
V = D/T
V = 1 mile/3.81 min
V = 0.260 miles/min
b. mi/hr?
1/ 3.84*60/60= 60/230.4
230.4 miles/hour

4. During an Apollo moon landing, reflecting panels were placed on the moon. This

allowed earth-based astronomers to shoot laser beams at the moon's surface to determine

its distance. The reflected laser beam was observed 2.52 s after the laser pulse was sent.
The speed of light is 3.0 × 10​8​ m/s. What was the distance between the astronomers and
the moon?

D=T/V

D=2.52/300,000,000m/s
D=756,000,000m

5. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent

years some rural stretches of highway have increased their speed limit to 104.6 km/hr (65

mi/hr). In Maine, the distance from Portland to Bangor is 215 km. How much time can

be saved in making this trip at the new speed limit?

T = D/V
215km
T= 88.5km/hr

T = 2.43h

T=D/V
215kn
T= 104.6kn/hr

T=2.16h

2.43h-2.16h=0.27h

6. The tortoise and the hare are in a road race to defend the honor of their breed. The

tortoise crawls the entire 1000. m distance at a speed of 0.2000 m/s while the rabbit runs

the first 200.0 m at 2.000 m/s The rabbit then stops to take a nap for 1.300 hr and

awakens to finish the last 800.0 m with an average speed of 3.000 m/s. Who wins the

race and by how much time?

Tortise:

a. T = D/V
1000m
b. T= 0.2m/s

c. T = 5,000 seconds

Rabbit:

a. T = D/V
200m
b. T= 2m/s

c. T = 100 seconds

Acceleration Practice:

14.2 Acceleration

Acceleration is the rate of change in the speed of an object. To determine the rate of acceleration,
you use the formula below. The units for acceleration are meters per second per second or m/s2.

A positive value for acceleration shows speeding up, and negative value for acceleration shows
slowing down. Slowing down is also called d​ eceleration.​

The acceleration formula can be rearranged to solve for other variables such as final speed (​v2​ )
and time (​t)​ .

EXAMPLES

1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s
acceleration?

Looking for Solution
Acceleration of the skater

The acceleration of the skater is 2.7 meters
per second per second.

Given
Beginning speed = 2.0 m/s
Final speed = 10.0 m/s
Change in time = 3 seconds

Relationship

2. A car accelerates at a rate of 3.0 m/s2. If its original speed is 8.0 m/s, how many seconds will it
take the car to reach a final speed of 25.0 m/s?

Looking for Solution
The time to reach the final speed.

The time for the car to reach its final speed is
5.7 seconds.

Given
Beginning speed = 8.0 m/s; Final speed = 25.0 m/s
Acceleration = 3.0 m/s2
Relationship

1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or
deceleration.)

A = (V2 - V1)/T2
A = (15 m/s - 24 m/s)/12 Sec.
A = -9 m/s/12 sec.
A = -0.75m/s​2

2. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in
a period of 4.5 seconds. What is the acceleration of the dragster?
A = 85m/s-45m/s/4.5s
A = 8.89m/s2​

3. The table below includes data for a ball rolling down a hill. Fill in the missing data values in the
table and determine the acceleration of the rolling ball.

Time (seconds) Speed (km/h)

0 (start) 0 (start)

23
46
69
8 12
10 15

Acceleration = v2-v1/T2
= 15-0/10
= 1.5

4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop.
How much time will it take for the car to stop if it decelerates at -4.0 m/s2?
T = (V2-V1)/A
T = (0-30)/-4
T = 7.5
It takes the car 7.5 seconds to completely stop.

5. If a car can go from 0 to 60 mi/hr in 8.0 seconds, what would be its final speed after 5.0 seconds
if its starting speed were 50 mi/hr?

V2= v1+(a*t)
v1=60mph/8s
v1=7.5mph/s
a=60mph-50mph/5s
a=10/5
a=2s

v2= 7.5+( 2*5)
v2= 7.5+(10)

v2=17.5

6. A cart rolling down an incline for 5.0 seconds has an acceleration of 4.0 m/s2. If the cart has a
beginning speed of 2.0 m/s, what is its final speed?
4 m/s​2=​ ( v​2 ​- 2)/5
v​2=​ 22
4m/s2​ ​=(22m/s-2m/s)/5

7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?
a=(v2​ ​-v1​ )​ /t2​
a= (60m/s-25m/s)/5sec
a=7

8. As she climbs a hill, a cyclist slows down from 25 mi/hr to 6 mi/hr in 10 seconds. What is her
deceleration?
a=(v2​ ​-v​1​)/t2​
a=(6mi/hc-25mi/h)/10sec
a=-1.9

9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for 6.0 seconds. What is the
final speed of the motorcycle?
V2 = V1 + (a*t)
V2 = 25 + (7*6)
V2 = 67