Blue Science Portfolio
Directions: You have been asked to create a digital science portfolio that represent your growth
towards specific skills throughout the year. The portfolio will showcase your lab reports,
assessments and presentations that you will complete in science class. You will be expected to
edit and revise the additions to the portfolio throughout year. The final project will be submitted
to h ttp://anyflip.com/ in June.
Topic List
Scientific Method
1. Scientific Discoveries Presentation
2. QUIZ: Scientific Method
Scientific Method
Experiment:
Option #1: Patrick believed that fish would become smarter and complete a maze
faster if they ate food that was placed in a microwave first. He had 100 fish that he
could use for the experiment. He evaluated their intelligence based on their time to
complete the maze.
Problem Statement
Will fish be able to solve a maze faster if they eat microwaved food?
Hypothesis
If fish eat food that's been microwaved for 30 seconds, then they will be able to solve the maze
faster
Independent Variable
Food microwaved for Food microwaved for Food microwaved for Regular food
30 seconds
10 seconds 20 seconds
Dependent Variable How much food was eaten by each fish
The maze time
Constants (Pick 2)
Same maze
Control
Fish with regular food
Basic Procedures:
(List 5-8 steps)
1. Create a maze that you will keep the same and use with every fish
2. Time how long it takes each fish to get through a maze. Find the average time of all of the
fish
3. Split the 100 test subjects into 4 groups of 25 each. One group will get food microwaved for
10 seconds, one with 20 seconds, one with 30 seconds, and one with regular fish food
4. Feed the fish one serving of the type of food twice per day for 1 week
5. After one week of feeding them a specific kind of food, time each of them again
6. Find the average time it took for each group to find their way through the maze
Data Table: (Place data table here)
Groups Time before feedings Time after feedings Difference from first
(average) for a week (average) test to second
Microwaved 10 (time cut)
seconds
Microwaved 20 48.2 seconds 33.7 seconds 14.5 seconds
seconds
Microwaved 30 48.2 seconds 36.4 seconds 11.8 seconds
seconds
No microwave 48.2 seconds 30.8 seconds 17.4 seconds
48.2 seconds 47.9 seconds 0.3 seconds
Graph: (Place graph here)
Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
The purpose of Patrick's experiment was to see if fish who ate microwaved food
solved a maze faster or not. His hypothesis was if fish ate food that was microwaved for 30
seconds, then they will solve the maze faster. He timed the each fish that went through the
maze, and the average of 100 fish was 48.2 seconds. He split the fish into 4 groups and fed
each of them a different type of food. One was microwaved for 30 seconds, one for 20, one
for 10, and one with regular fish food. He fed each fish 1 serving of food twice a day for a
week. After a week was up, he timed each of them again. The end results were very different
then the first. The fish with food microwaved for 30 seconds had a decreased time by 17.4
seconds. The one with 20 seconds had a difference of 11.8 seconds, 10 seconds difference
was 14.5, and the group with regular food cut by 0.3 seconds. Some improvements that
could have been done was how many trials he did. Patrick only did one trial, so a few more
could make his data stronger. In the end, the group with food microwaved for 30 seconds
did the best and beat the 10 second group by 1.9 seconds. Patrick’s hypothesis was correct.
3. Reflection
The Scientific Method is a series of steps and procedures that lead us to the answer to our problem
statement. In the assignment above, I tried to figure out if Patricks hypothesis was correct or not. I
found the independent and dependent variables and the constants and controls. I also made charts
and graphs that showed Patrick's data, and came to a conclusion based on the results of the
experiment. My conclusion was a paragraph overviewing the data and my analysis of the
information. This experiment is an example of what the scientific method is.
4. Science Articles: Cassini Spacecraft
LINK-http://www.post-gazette.com/news/science/2017/09/17/back-to-saturn-five-missions-propo
sed-to-follow-cassini/stories/201709170162#
NASA's Cassini spacecraft has been orbiting around Saturn for almost 13 years, and has arose
many new questions about this planet. NASA originally wasn’t planning on any new expeditions
to Saturn, but these discoveries might bring them back to Saturn. The first discovery was Titan,
Saturns largest moon. Scientists are debating sending drones back to Saturn to explore the
intricate geology of Titan. The second discovery was E nceladus, and much smaller moon just
313 miles wide. The interesting thing about this is the shooting geysers that may suggest life on
Saturn. NASA is in the process of building a much more advanced spacecraft that can detect
amino molecules that might prove life. NASA also wants to calculate the amount of helium in
Saturn’s atmosphere, which is otherwise hard to do. This article suggests that there might be
more expeditions to Saturn in the future.
Density Lab Report-
I. Investigation Design
A. Problem Statement:
How can density be used to identify unknown metals?
B. Hypothesis:
If density is known then unknown metals can be correctly identified because every metal has
its own specific density
C. Independent Variable: x
Levels of IV
copper bronze aluminum zinc brass tin
D. Dependent Variable:y
Density
E. Constants: balance procedure
Volume of water
F. Control:
water
G. Materials: (List with numbers)
1. Triple beam balance
2. 50 mL of water
3. Graduated cylinder
5. Squeeze dropper
6. Small beaker
7. 8 types of metals
H. Procedures: (List with numbers and details)
1. Measure the weight of the metal
2. Pour 50 ml water into graduated cylinder
3. Put metal in water
4. Record volume
5. Find the volume of the metal without water
6. Divide mass with volume
7. Repeat with all other metals with numbers, and then repeat with letters
II. Data Collection
A. Qualitative Observations:
1. Small cylinder, coppery color
2. Small cylinder, silvery
3. Cube, very heavy, multicolored
4. Rectangular prism, gold color
5. Small cylinder, silvery metal
6. Long cylinder, silvery, very light
7. Coppery, lightish
8. Rectangular Prism, copper color, a little lengthier than #4
B. Quantitative Observations: (Key data)
1. Data Table
Volume Before Volume After Volume Object Density
Object Mass (g) (mL) (mL) (cm3) (g/cm3)
A 67.5 50 57 7 9.64
B 266.2 50 82 32 8.31
C 71.45 50 58 8 8.93
D 29 50 53 3 9.67
E 28.1 50 54 4 7.03
F 28.1 50 54 4 7.03
G 21.4 50 58 8 2.66
H 28.8 50 61 11 2.62
Unknown Objects
Density
Mass (g) Volume Before Volume After Volume Object (g/cm3)
1 29 50 54 4 7.25
2 29.4 50 53 3 9.8
3 267.6 50 82 32 8.36
4 68.7 50 55 5 13.74
5 29.3 50 54 4 7.33
6 29.9 50 58 8 3.74
7 72.2 50 55 5
2. Graph
3. Calculations
Show 3 Math Examples
Copper Aluminum Zinc
D = m/v D= m D= m
v v
27 g 21.47 g 28.1 g
D= 3 cm3 D= 8 cm 3 D= 4 cm 3
D = 2.68g/cm3 D = 7.03g/cm3
D = 9 g/cm3
III. Data Analysis/Conclusion
The purpose of this experiment was to identify unknown metals. The hypothesis was “If
density is known then unknown metals can be correctly identified because every metal has its
own specific density.” Our group tried to to identify various metals and substances by using
density, volume and mass. After we had the density of each metal, we matched up the letters
with the numbers. For example, the density of aluminum is 2.78 g/cm3. The density of metal
letter D is very close to Aluminum at 2.65. As we can see, the densities of these metals were
very similar, so we came to the conclusion that they were the same metals. Something that may
have gone wrong in this experiment was how exactly accurate these measurements were. We
used triple beam balances that were probably slightly off. We also could have made sure we
used the same balance both days. I would repeat the measuring process of this experiment. In
conclusion, this experiment proved that density can be easily calculated and used as a way to
identify metals, although there might be somethings in our experiment that weren’t completely
accurate.
IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?
The force behind plate tectonics is buoyancy, “the ability or tendency to float in water or
air or some other fluid.” Buoyancy arises from density differences. In the mantle, density
differences are variations in temperature. Warm areas expand and become less dense
(more buoyant) than their surroundings and rise.
V. References and Citations
2 or 3 web links
● http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html
SCIENTIFIC METHOD RETAKE TEST GRADE
Your grade: 41 / 43 (95.34%)
Below is a message from your instructor, sent to the entire class:
Hi,
Please create a study guide related to the concepts you missed. You may retake the test when I
see the work that you have completed.
Mr. Lopez
Summary of your submission:
Email Address [email protected]
What is your name? Daniela Petronio
What is your science class? 4
Submission Time Tue Oct 24 2017 07:21:16 GMT-0700 (PDT)
Correct
+1 / 1 point(s)
1. A scientist conducted an experiment to determine how the amount of salt in a body of water
affects the number of plants that can live in the water. In this experiment the dependent variable
is _____________.
Your Answer: the number of plants in the water
Correct
+1 / 1 point(s)
2. A scientist hypothesizes that the temperature at which an alligator's egg is incubated will
determine whether the alligator will be male or female. The independent variable is
____________.
Your Answer: the temperature
Correct
+1 / 1 point(s)
3. In an experiment, the factor that we measure and is on the Y-axis is called the
____________.
Your Answer: dependent variable
Incorrect
0 / 1 point(s)
4. In an experiment, the one variable that is changed by the experimenter is called the
_____________.
Your Answer: experimental variable
Correct
+1 / 1 point(s)
5. If you were measuring the mass of a fly, you should use ____________.
Your Answer: grams
Correct
+1 / 1 point(s)
6. If you wanted to know the volume of water in a small can of soda, you would use
______________.
Your Answer: milliliters
Correct
+1 / 1 point(s)
7. A scientist who wants to study the affects of fertilizer on plants sets up an experiment. Plant A
gets no fertilizer, Plant B gets 5 mg. of fertilizer each day, and Plant C gets 10mg. of fertilizer
each day. Which plant is the control?
Your Answer: Plant A
Correct
+1 / 1 point(s)
8. Victoria grows the same bacteria in 20 petri dishes. She places 10 of the dishes in a
container with a normal atmosphere. The remaining dishes she places in a container in which
the oxygen level is double the normal level. She labels the first group "A" and the second group
"B". Which of the following best describes the groups?
Your Answer: Group A is the control group; Group B is the experimental group
Correct
+1 / 1 point(s)
9. Homer notices that his shower is covered in a strange green slime. Homer decides to spray
half of the shower with coconut juice thinking this will kill the slime. He sprays the other half of
the shower with water. After 3 days of "treatment" the green slime on the coconut juice side of
the shower dies. The dependent variable in his experiment is _____________.
Your Answer: the amount of the green slime
Correct
+1 / 1 point(s)
10. For an experiment, a scientist put lime at the base of tomato plant A and baking soda at the
base of tomato plant B. She then sealed the plants in plastic bags. Tomato plant A eventually
died, and tomato plant B stayed healthy. What is the Independent Variable in this experiment?
Your Answer: the substance at the base of each plant
Correct
+1 / 1 point(s)
11. I am trying to clean my bathroom because it has mold on the bottom. I was told to use oxy
clean to get it up. I use oxy clean on half of the bathroom and water on the other half. The
control is:
Your Answer: water
Correct
+1 / 1 point(s)
12. A scientist plants two rows of corn for experimentation. She puts fertilizer on row 1 but does
not put fertilizer on row 2. Both rows receive the same amount of water and light intensity. She
checks the growth of the corn over the course of 5 months. What is a constant in this
experiment.
Your Answer: Amount of water
Correct
+1 / 1 point(s)
13. A student wants to conduct an experiment to find out how pulse rates changes as the length
of time spent exercising increases. The dependent variable will be _____.
Your Answer: pulse rate
Correct
+1 / 1 point(s)
14. A student hypothesized that the amount of sunlight a sunflower plant receives determines
the number of sunflower seeds the plant produces. In her experiment, the number of seeds
produced is the _____.
Your Answer: dependent variable
Correct
+1 / 1 point(s)
15. In a controlled experiment, the independent variable is ____.
Your Answer: changed to test the hypothesis - it goes on the x-axis
Correct
+1 / 1 point(s)
16. Sarah wanted to find out if temperature has an effect on the growth of bread mold. She grew
the mold in nine Petri dishes containing the same amount and type of nutrients. Three were kept
at 0 C, three were kept at 90 C, and three were kept at room temperature, 27 C. The containers
were examined and the growth of the bread mold was recorded each Friday for five weeks.
Which of the following is her hypothesis?
Your Answer: If the temperature changes then the amount of bread mold will change.
Correct
+1 / 1 point(s)
17. Sarah wanted to find out if temperature has an effect on the growth of bread mold. She grew
the mold in nine Petri dishes containing the same amount and type of nutrients. Three were kept
at 0 C, three were kept at 90 C, and three were kept at room temperature, 27 C. The containers
were examined and the growth of the bread mold was recorded each Friday for five weeks. The
independent variable is:
Your Answer: temperature of the containers
Correct
+1 / 1 point(s)
18. What is the independent variable in the experiment found in the link below?
Your Answer: color of the light
Correct
+1 / 1 point(s)
19. In the experiment found on the link, all of the following variables must be held constant
EXCEPT
Your Answer: color of the light
Correct
+1 / 1 point(s)
20. An unknown substance from planet X has a density of 10 g/mL. It occupies a volume of 80
mL. What is the mass of this unknown substance?
Your Answer: 800 g
Correct
+1 / 1 point(s)
21. A graduated cylinder has 22 mL of water placed in it. An irregularly shaped rock is then
placed in the graduated cylinder and the volume of the rock and water in the graduated cylinder
now reads 30 mL . The mass of the rock is 24 g. What is the density of the rock?
Your Answer: 3 g/cm3
Correct
+1 / 1 point(s)
22. A rectangular solid of unknown density is 5 cm long, 2 cm high, and 4 cm wide. The mass of
this solid is 300 grams. Given this information for this homogeneous material, calculate the
density.
Your Answer: 7.5 g/cm3
Correct
+1 / 1 point(s)
23. Silver has a density of 10.5 g/cm3 and gold has a density of 19.3 g/cm3 . Which would have
a greater mass, 5 cm3 of silver or 5 cm3 of gold?
Your Answer: Gold
Correct
+1 / 1 point(s)
24. A 28.5 g of iron is added to a graduated cylinder containing 45.5 mL of water. The water
level rises to the 49.1 mark. Calculate the density.
Your Answer: 7.92 g/cm3
Correct
+1 / 1 point(s)
25. 43.2 m = __________ mm
Your Answer: 43200
Correct
+1 / 1 point(s)
26. 8700 mL = ________ L
Your Answer: 8.7
Correct
+1 / 1 point(s)
27. 5.9 km = _____________ m
Your Answer: 5900
Correct
+1 / 1 point(s)
28. 756.0 cg = _____________ g
Your Answer: 7.56
Correct
+1 / 1 point(s)
29. 23,000 mm = _____________ m
Your Answer: 23
Correct
+1 / 1 point(s)
30. Metric Unit for Mass
Your Answer: GRAMS
Correct
+1 / 1 point(s)
31. Metric Unit for Density of a Solid
Your Answer: g/cm3
Incorrect
0 / 1 point(s)
32. Metric Unit for Density of a Liquid
Your Answer: mL/g
Correct
+1 / 1 point(s)
33. Which appliance is used twice as many hours on the weekends as it is on weekdays?
Your Answer: TV
Correct
+1 / 1 point(s)
34.On average, how many hours is the computer used on a weekday?
Your Answer: 2
Correct
+1 / 1 point(s)
35. Which 2 objects are the same substance?
Your Answer: 1 and 4
Correct
+1 / 1 point(s)
36. What would the mass of the gold in B if the volume is 50% of A?
Your Answer: 500 g
Correct
+1 / 1 point(s)
37. Why does the Oceanic Plate sink below the Continental Plate in the picture?
Your Answer: The Oceanic Plate made of Basalt is MORE DENSE than the Continental Plate
made of Granite.
Correct
+1 / 1 point(s)
38. Why are mountains such as the Himalayans formed? Study the picture.
Your Answer: Continental plates collide with equal density Continental Plates and are forced
upwards.
Correct
+1 / 1 point(s)
39. What volume of silver metal will have a mass of exactly 300.0 g. The density of silver is 10.5
g/cm3.
Your Answer: 28.6 cm3
Correct
+1 / 1 point(s)
40. The density of lead is 11.342 g/cm3. What would be the volume of a 400.0 g sample of this
metal?
Your Answer: 35.3 cm3
Correct
+1 / 1 point(s)
41. If two objects have the same volume but one has a greater mass, the one with greater mass
Your Answer: has a higher density
Correct
+1 / 1 point(s)
42. If the density of water is 1 gram/cm3, this means that the mass of 100 cm3 of water should
be
Your Answer: 100 grams
Correct
+1 / 1 point(s)
43. The density of hot an cold water are different mainly because
Your Answer: the molecules in hot water move faster and are slightly further apart
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:
Construct 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?
The temperature stayed the same through minutes 4.5-7.5. The temperature was 2℃
throughout that time. This was one of the more significant lengths of the same
temperature. Another period of time when the temp was the saem was minutes
33.5-36. The temp stayed 91℃ for 2.5 minutes. They stayed the same at these
points because it was changing from solid to liquid, and then from liquid to vapor.
2. How would the graph be different if we tried this experiment with Gold?
Explain:
The boiling point of gold is 5173℃, so the melting and evaporating points would be
much higher than ices points. The graph would have much higher numbers. It
would also take much longer to boil and freeze because of these high numbers.
3. What is the role of energy during the phase changes?
Energy takes a major role in phase change. Temperature means average kinetic
energy, so the amount of energy goes up along with temperature. When the
temperature stays the same or drops, it’s the kinetic energy rising and falling.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
The molecules at the beginning were not very vibrant and still because they didn’t
have any room to move as the form of ice. As the ice started to melt, the molecules
started to move around more. They moved short distances, and the bumped into
other molecules. Finally, as the water started to evaporate into vapor, the molecules
have a lot of room to move. By this point they are vibrating a lot because the have
more kinetic energy
5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)
Average kinetic energy changes throughout the experiment because when the
temperature increases, the kinetic energy increases. They always correspond with
each other because they mean the same thing. When the temperature is at 80
degrees
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
Beaker 1 (200 mL) will reach boiling point sooner than Beaker 2 (400 mL). The
molecules will be moving at a very fast rate, but will produce less heat because there is
less mass
B. Temperature
Beaker 1 will heat faster than Beaker 2 because there is less mass, but they will
produce less heat. The temperature will stay the same.
C. Average Kinetic Energy
Average Kinetic Energy is the same thing as temperature. The Average Kinetic Energy
of Beaker 1 is 200 and 400 for Beaker 2
D. Specific Heat
E. Latent Heat (Define it)
Latent heat is how much energy of released or absorbed
7. Why do we put water in a car’s engine? Explain:
We put water in the radiator of a car’s engine because it will accept a transfer of heat
from the heat generated by the car’s engine. The heat is transferred from the
engine to radiator filler with water or coolant.
8. How is this substance different from water? Compare and Contrast:
The moth crystal is different from water because they have different melting points.
The melting point of the crystals was about 50 degrees C, and it is 0 degrees C for
water. They also have different boiling points
QUIZ- Phase Changes
Calculate Heat Energy: * SH
Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. ( C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:
Metal Mass Heat of Melting Specific Heat
Fusion Pt. (C) Heat Energy
(cal/g) (cal/gC) (cal)
Water 37 g 80 0 100 540 1
Silver 37 g 26 961 2212 2356 0.057
Directions: D etermine the Heat Energy required to completely evaporate the substances in the
data table.
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Water
Mass x HF = Heat
37g x 80 cal/g = Heat
2960.0 calories
Mass x △T x SH = Heat
37g x 100C x 1 cal/gC = Heat
3700.0 calories = Heat
Mass x HV - Heat
37g x 540 cal/g = Heat
19980 calories = Heat
2960.0 cal + 3700.0 cal + 19980 cal =
26640.0 calories
Scientific Notation:
2.6640 x 10(3) <--- that’s an exponent
B. Silver
Mass x HF = Heat
37g x 26 cal/g = Heat
962 calories = Heat
Mass x △T x SH = Heat
37g x 1251 C x 0.057 cal/gC = Heat
2638.359 calories = Heat
Mass x HV = Heat
37g x 2356 cal/g = Heat
87172 calories = Heat
962 cal + 2638.359 cal + 87172 cal = Heat
90772.359 calories = Heat
Scientific Notation:
9.0772359 x 10(6)
Graph your Results:
Writing (_____ out of 4)
Questions:
1. How are Heat and Temperature different for the following pictures of boiling w ater?
Explain: (Hint: Use the Heat equation)
Heat and temperature are different mainly because temperature is the measure of
average kinetic energy, and heat is how energized the molecules are. Heat is the transfer
of energy from one point to another, so molecules that are being heated start to shake
and vibrate. The measurement of this is average kinetic energy, or temperature. The
difference between the 2 images is that the beaker will reach boiling point sooner than
the ocean will. This is because there is less mass in the beaker. The molecules will be
moving at a very fast rate in both environments, but the beaker will produce less heat
because there is less mass
2. How can you use the unit (cal/gC) to explain the difference between Water and Silver?
Water and Silver can be differentiated with cal/gC because Silvers boiling, melting, HV,
and Heat are much higher than Waters. Silver is a metal, which means it will have much
higher points because it is a complete different substance than water. The graph I made
that showed the Heats of water and silver proves this.
3. Would it be possible for there to be solid oxygen on another planet? Explain:
Oxygen Melting Point: -218 C
Oxygen Boiling Point: -183 C
Yes, solid oxygen is possible on another planet because if you have a melting point,
there must be a solid state to melt. The gas on another planet will stay a gas until -183 C.
This is the boiling point. When the oxygen is in liquid form, it will stay a liquid until -218
C. This is the melting point. From there, it will stay in a solid form.
Mixture Project
Textbook: Chapter 15 (448-473)
Due:
Vocabulary
Directions: W rite the definition and master the words on Vocab.com.
Include a screenshot on googledrive showing your mastery of the words.
Include a picture that represents each word.
Substance Heterogeneous Solubility Solvent
Mixture
Element Atom Saturated
Homogeneous
Compound Mixture Solute Unsaturated
Mixture Suspension Supersaturated
Solution
Concentration
2. Classification of Matter
*Provide Examples of each form of matter. Include a picture.
Heterogeneous Homogeneous Element Compound
Mixture Mixture
Concrete Perfume Hydrogen Water
Soda Alcohol Helium Ammonia
Chocolate Chip Mouthwash Carbon Salt
cookies
Sand and sugar Water Boron Glucose
combined
Salad Coffee Oxygen Alcohol
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 A
Gold C
Sodium Chloride (NaCl) D
Air (Oxygen, nitrogen, carbon monoxide…) C
K2 SO4 D
Twix, snickers, pretzels, popcorn in a bag 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%
Mixture B Mass (g) %
Large Rocks 205 53%
Small Rocks 58 15%
Coarse Sand 97 25%
Iron 29 7%
Calculation Examples ( Provide 2 Examples showing how you determined the Mass %)
Large Rocks- 125/241 = 52%
Small Rocks- 75/341 = 15%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2S O4 - Potassium Sulfate
(Show Math Here)
K(2)39 = 78/174 = 53%
S(1)32 = 32/174 = 18%
O(4)16 = 64/174 + 37%
----
174
Na3P O4 - Sodium Phosphate
(Show Math Here)
Na(3)23 = 69/164 = 42%
P(1)31 = 31/164 = 19%
O94)16 = 64/164 = 39%
----
164
Graphs:
Graph A.
Graph B.
IV. Conclusion:
1. Explain the difference between Mixtures and Compounds using data. Compare the pie
charts.
A mixture is a combination that can be separated after they are combined. A compound is a
substance that is fully blended and isn’t reversible. An example of a mixture is the rock lab.
Once the rocks and sand and everything are combined, you can separate them again by
filtering them. They will be separate again once you strain them all. Because they are reversible,
it is a mixture. An example of a compound is hot chocolate. Once the power is added the the
water, you cannot seperate them back. This is what makes it a compound. The first and second
pie charts on page two is a mixture because they are things you can separate again once they
are combined. The last two charts on pages 3 and 4 show compounds. You cannot get oxygen,
potassium, and sulfur back to their original state like you can with rocks and sand.
2. E xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
We separate salt from sand by filtering the water from the sand. The water dripped through the
filter and collected into the beaker beneath it. Once we had the water alone, we boiled it so that
it left just the salt in the beaker. The salt was the mystery substance. The solvent was the water
and the solute was the sodium chloride, or the salt. The positive ions and negative ions came
together to create the salt, which resulted in the mystery substance
Law of Conservation of Mass Presentation:
QUIZ: Solubility and Naming Compounds
Part I. Charge
Directions: Write the symbol of the element with the charge.
Formula
1. Sodium Na +1
2. Neon Ne +1
3. Nitrogen N -3
4. Chlorine Cl -1
5. Magnesium Mg +2
6. Silver Ag +1
7. Sulfur S +3
8. Phosphorus P -3
9. Aluminum Al +3
10. Calcium Ca +2
Part II.
Directions: Write the name for the compounds:
11. Na3P O4 Sodium Phosphate
12. Li2(SO4) Lithium sulfate
13. (NH4 ) 2 CO3 Ammonium Carbonate
14. MgCl2 Magnesium Chloride
15. Ca(NO3)2 Calcium Nitrate
16. BeF2 Berylium Fluoride
Part III.
Directions: Write the chemical formula for the following compounds (Use your ions): ₂ ₄ ₃ ₁
17. Calcium carbonate
Ca²(COз)₂
18. Ammonium phosphate =
(NHч)₃ PO₄
19. Magnesium hydroxide
Mg(OH)₂
20. Potassium sulfate
K₂SO₄
Part IV.
Directions: Determine the Mass % of Oxygen in A l2( SO4 ) 3 or AgNO3
Atomic Mass: A l (27) S (32) O (16) Ag (108) N (14)
Ag= 108 x 1 = 108 = 64%
N= 14 x 1 = 14 = 8%
O= 16 x 3 = 48 = 48%
-------------
170
Part V.
Directions: Write an essay about the graph below. Use data!
Vocabulary: Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams,
solubility, chemical formula
On the graph, 30 grams of sulfate is saturated at 15 degrees Celsius. AT 38०C, 70 grams of
sulfate is saturated. They are dissolved, or turned into ions, at this point. The point on the graph
that is supersaturated is 70 grams of sulfate at 15०C. The temperature is too cold to dissolve
this much chemical, so the excess sinks to the bottom of the beaker. In order to get that point
saturated, you must heat the water to 38०C. The hotter the temperature, the more ions you
create because the sulfate is dissolving. This relates to the sodium chloride expiriment we did. If
the tempperature was too cold, the beaker would start “snowing” inside the beaker. The NaCl
was sinking to the bottom because the temp wasnt hot enough for the amount we had in the
beaker
Atomic Structure Project
Due: Friday 1/19/18
Directions: Construct a flipbook that covers the following categories related to Atomic
Structure and its relationship to the Periodic Table
Reading: https://www.livescience.com/37206-atom-definition.html
*Use this site for notes
1. Cover Page: Atomic Structure and Periodic
Table
Atomic structure-
- A positively charged nucleus that is being
surrounded by rings of electrons, all within an
atom.
Periodic Table-
- A chart of chemical elements that are shown
horizontally in order of atomic number and similarity of chemical proportions of
their atoms.
2. History of the Atom
- “Atom” from the greek word “indivisible” because they
thought that there was nothing smaller than an atom
- Now we know this is not true because atoms are made up
of protons, neutrons, and electrons, which are made up of
quarks.
- Created after the Big Bang 13.7 million years ago
- As the world cooled after the Big Bang, quarks came
together to create protons and electrons
Link: h ttps://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:
a. Dalton
- All elements were thought to be created by the 4 elements; earth, fire, air, and
water. Most well known philosophers such as Aristotle believed in this
- Democritus was the first scientist to doubt this theory. His theory started by
breaking stones. You can keep breaking them in half until it is so small, you
cannot break them anymore. He thought that when they could not be cut
anymore, they were atoms. No one believed him
- John Dalton, a British chemist, went off of Democritus’ theory about atoms and
added on the theory that all atoms in an element are identical and they cannot
be destroyed.
b. Thomson - V ideo
- A british physicist who discovered the electron in 1897
- He went against parts of Daltons theory that atoms cannot be divided, and
proved him wrong.
- Formally known as "corpuscles”, they have negative charges and are attracted to
protons which have positive charges
- He found that atoms can be split by an experiment using cathode-ray tubes
- He found that the rays were deflected inside the tube, which showed that there
was a negative charge inside the tube. He then published a model of an atom to
a newspaper that showed a positive and negative charge, giving it an overall
neutral charge.
c. Rutherford
- The nucleus was discovered by Ernest Rutherford in 1911
- He was a physicist from New Zealand
- He added to Thomson's discovery of splitting atoms, and proved that nucleus’
are positively charged and are surrounded by electrons.
D. Bohr
- Added to Rutherford's discovery that properties of electrons are based on the
hydrogen spectrum.
3. Structure of the Atom
Video
Video2
a. Nucleus, protons, neutrons, electrons
- Protons and neutrons are heavier than electrons
and reside in the nucleus
- Atoms always have the same number of protons
and electrons, and normally the same amount of
protons and neutrons
- Adding a proton to an atom makes a new element
- Adding a neutron makes an isotope, or a heavier version of the atom.
b. Atomic Mass
- Equivalent to the number of protons and neutrons
in an atom
c. Charge
- The number of extra or missing electrons in an
atom
d. Valence Electrons
- An outer shell electron that is associated with an
atom
***Use models to explain the difference between:
Sodium Chloride and Magnesium Chloride or Sodium
sulfide and C alcium Sulfide
Gives away 1 electron ⬆ Gives away 2
electrons⬆
4. Isotopes
Link: https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
a. Provide Example
b. How are they used by Scientists?
5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
Dmitri Mendeleev was a Russian scientist who created the Periodic Table. He was the
youngest surviving child of 14 children of Ivan and Mariya Dmitri. He was born on
January 27, which is February 8th in todays time in St. Petersburg, Russia. He
discovered that the elements in the periodic table have patterns, or groups that they
are categorized into. In his interpretation of the Periodic Table, he left gaps so that
unknown elements could be filled in. Since he made most of the predictions we now
know to be true, he is marked as the founder of the periodic table.
*What are some trends in the Periodic Table?
a. Alkali Metals
- They have 1 valence electron
b. Alkaline Earth Metals
- They have a charge of +2
- Are found in the seconds column of the periodic table
- Are not found free in nature
c. Halogens
- All -1
- Halogen means salt former and exist in solid/liquid/gas
d. Noble Gases
- 0 charge
- Have the max number of electrons possible on the outer shell.
6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html
PROTONS:
Protons are positively charged particles that define what an element is. The proton
number in an atom doubles as the atomic number of the element. It also determines
the chemical behavior of the element. A proton is made up of 3 quarks. Two of them
are positive, 1 is negative, and they are held together by massless subatomic particles
called gluons.
Atomic Structure Project
Portfolio
Due: Friday 1/19/18
Directions: Construct a flipbook that covers the following categories related to Atomic
Structure and its relationship to the Periodic Table
Reading: h ttps://www.livescience.com/37206-atom-definition.html
*Use this site for notes
1. Cover Page: Atomic Structure and Periodic
Table
Atomic structure-
- A positively charged nucleus that is being
surrounded by rings of electrons, all within an
atom.
Periodic Table-
- A chart of chemical elements that are shown
horizontally in order of atomic number and similarity of chemical proportions of
their atoms.
2. History of the Atom
- “Atom” from the greek word “indivisible” because they
thought that there was nothing smaller than an atom
- Now we know this is not true because atoms are made up
of protons, neutrons, and electrons, which are made up of
quarks.
- Created after the Big Bang 13.7 million years ago
- As the world cooled after the Big Bang, quarks came
together to create protons and electrons
Link: h ttps://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:
a. Dalton
- All elements were thought to be created by the 4 elements; earth, fire, air, and
water. Most well known philosophers such as Aristotle believed in this
- Democritus was the first scientist to doubt this theory. His theory started by
breaking stones. You can keep breaking them in half until it is so small, you
cannot break them anymore. He thought that when they could not be cut
anymore, they were atoms. No one believed him
- John Dalton, a British chemist, went off of Democritus’ theory about atoms and
added on the theory that all atoms in an element are identical and they cannot
be destroyed.
b. Thomson - Video
- A british physicist who discovered the electron in 1897
- He went against parts of Daltons theory that atoms cannot be divided, and
proved him wrong.
- Formally known as "corpuscles”, they have negative charges and are attracted to
protons which have positive charges
- He found that atoms can be split by an experiment using cathode-ray tubes
- He found that the rays were deflected inside the tube, which showed that there
was a negative charge inside the tube. He then published a model of an atom to
a newspaper that showed a positive and negative charge, giving it an overall
neutral charge.
c. Rutherford
- The nucleus was discovered by Ernest Rutherford in 1911
- He was a physicist from New Zealand
- He added to Thomson's discovery of splitting atoms, and proved that nucleus’
are positively charged and are surrounded by electrons.
D. Bohr
- Added to Rutherford's discovery that properties of electrons are based on the
hydrogen spectrum.
3. Structure of the Atom
Video
Video2
a. Nucleus, protons, neutrons, electrons
- Protons and neutrons are heavier than electrons
and reside in the nucleus
- Atoms always have the same number of protons
and electrons, and normally the same amount of
protons and neutrons
- Adding a proton to an atom makes a new element
- Adding a neutron makes an isotope, or a heavier version of the atom.
b. Atomic Mass
- Equivalent to the number of protons and neutrons
in an atom
c. Charge
- The number of extra or missing electrons in an
atom
d. Valence Electrons
- An outer shell electron that is associated with an
atom
***Use models to explain the difference between:
Sodium Chloride and Magnesium Chloride or Sodium
sulfide and C alcium Sulfide
Gives away 1 electron ⬆ Gives away 2
electrons⬆
4. Isotopes
Link: https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
a. Provide Example
b. How are they used by Scientists?
5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
Dmitri Mendeleev was a Russian scientist who created the Periodic Table. He was the
youngest surviving child of 14 children of Ivan and Mariya Dmitri. He was born on
January 27, which is February 8th in todays time in St. Petersburg, Russia. He
discovered that the elements in the periodic table have patterns, or groups that they
are categorized into. In his interpretation of the Periodic Table, he left gaps so that
unknown elements could be filled in. Since he made most of the predictions we now
know to be true, he is marked as the founder of the periodic table.
*What are some trends in the Periodic Table?
a. Alkali Metals
- They have 1 valence electron
b. Alkaline Earth Metals
- They have a charge of +2
- Are found in the seconds column of the periodic table
- Are not found free in nature
c. Halogens
- All -1
- Halogen means salt former and exist in solid/liquid/gas
d. Noble Gases
- 0 charge
- Have the max number of electrons possible on the outer shell.
6. Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html
PROTONS:
Protons are positively charged particles that define what an element is. The proton
number in an atom doubles as the atomic number of the element. It also determines
the chemical behavior of the element. A proton is made up of 3 quarks. Two of them
are positive, 1 is negative, and they are held together by massless subatomic particles
called gluons. A tomic Structure Project
Portfolio
Due: Friday 1/19/18
Directions: Construct a flipbook that covers the following categories related to Atomic
Structure and its relationship to the Periodic Table
Reading: https://www.livescience.com/37206-atom-definition.html
*Use this site for notes
1. Cover Page: Atomic Structure and Periodic
Table
Atomic structure-
- A positively charged nucleus that is being
surrounded by rings of electrons, all within an
atom.
Periodic Table-
- A chart of chemical elements that are shown
horizontally in order of atomic number and similarity of chemical proportions of
their atoms.
2. History of the Atom
- “Atom” from the greek word “indivisible” because they
thought that there was nothing smaller than an atom
- Now we know this is not true because atoms are made up
of protons, neutrons, and electrons, which are made up of
quarks.
- Created after the Big Bang 13.7 million years ago
- As the world cooled after the Big Bang, quarks came
together to create protons and electrons
Link: h ttps://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:
a. Dalton
- All elements were thought to be created by the 4 elements; earth, fire, air, and
water. Most well known philosophers such as Aristotle believed in this
- Democritus was the first scientist to doubt this theory. His theory started by
breaking stones. You can keep breaking them in half until it is so small, you
cannot break them anymore. He thought that when they could not be cut
anymore, they were atoms. No one believed him
- John Dalton, a British chemist, went off of Democritus’ theory about atoms and
added on the theory that all atoms in an element are identical and they cannot
be destroyed.
b. Thomson - V ideo
- A british physicist who discovered the electron in 1897
- He went against parts of Daltons theory that atoms cannot be divided, and
proved him wrong.
- Formally known as " corpuscles”, they have negative charges and are attracted to
protons which have positive charges
- He found that atoms can be split by an experiment using cathode-ray tubes
- He found that the rays were deflected inside the tube, which showed that there
was a negative charge inside the tube. He then published a model of an atom to
a newspaper that showed a positive and negative charge, giving it an overall
neutral charge.
c. Rutherford
- The nucleus was discovered by Ernest Rutherford in 1911
- He was a physicist from New Zealand
- He added to Thomson's discovery of splitting atoms, and proved that nucleus’
are positively charged and are surrounded by electrons.
D. Bohr
- Added to Rutherford's discovery that properties of electrons are based on the
hydrogen spectrum.
3. Structure of the Atom
Video
Video2
a. Nucleus, protons, neutrons, electrons
- Protons and neutrons are heavier than electrons
and reside in the nucleus
- Atoms always have the same number of protons
and electrons, and normally the same amount of
protons and neutrons
- Adding a proton to an atom makes a new element
- Adding a neutron makes an isotope, or a heavier version of the atom.
b. Atomic Mass
- Equivalent to the number of protons and neutrons
in an atom
c. Charge
- The number of extra or missing electrons in an atom
d. Valence Electrons
- An outer shell electron that is associated with an atom
***Use models to explain the difference between:
Sodium Chloride and Magnesium Chloride or S odium sulfide and Calcium Sulfide
Gives away 1 electron ⬆ Gives away 2
electrons⬆
4. Isotopes
Link: https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
a. Provide Example
b. How are they used by Scientists?
5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.
Dmitri Mendeleev was a Russian scientist who created the Periodic Table. He was the
youngest surviving child of 14 children of Ivan and Mariya Dmitri. He was born on
January 27, which is February 8th in todays time in St. Petersburg, Russia. He
discovered that the elements in the periodic table have patterns, or groups that they
are categorized into. In his interpretation of the Periodic Table, he left gaps so that
unknown elements could be filled in. Since he made most of the predictions we now
know to be true, he is marked as the founder of the periodic table.
*What are some trends in the Periodic Table?
a. Alkali Metals
- They have 1 valence electron
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