Blue Science Portfolio

Scientific Discoveries Presentation:



Scientific Method Scavenger Hunt

Please visit the following websites, read carefully and respond to the questions.

Website 1: ​http://www.biology4kids.com/files/studies_scimethod.html
Questions:
1. What is the scientific method?
Is a process used by scientists use to study the world around them
2. What sample questions are given that science can answer?]
Why do trees grow?
3. How does science allow the world to “advance, evolve and grow?
Because people can learn new things”
4. What is the difference between inductive and deductive reasoning?
Deductive reasoning is starting with a premise
Website 2: ​http://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html
Questions:
1. Make some changes to the Lever.
2. What are the variables that you can change?
How much weight is there
3. Conduct a simple experiment and discuss your basic results.
4. What were your observations?
The side that is heavier will go down
Website 3:h​ ttps://www.youtube.com/watch?v=OgS46ksAawk
Questions:
1. Describe her basic experiment.
To see if taking away oxygen from the apple will keep it from browning
2. What are the variables?
Oxyge, How the oxygen is taken away
3. Does she have Constants and a Control? Explain
Constants: Apple
Control: Apple With oxygen
2. What were her results?
The apples without the browned more

Scientific Method

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

Option #2:​ Mr. Smithers believed that Caffeine may make people more alert. Mr.
Smithers tested 100 people by using their scores in the same video game. Devin had 3
different brands of drinks with 10 g, 20 g, and 30 g of caffeine respectively. He
measured their scores on a video game that had a range of 0-1000 points. Some of the
players were not given caffeine drinks. on the game

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

Problem Statement
Mr. Smithers does not know if giving caffeine to people will make them more alert

Hypothesis

If caffeine is given to someone they will have better scores in a video game than people
without caffeine

Independent Variable

10 g Drink 20 g Drink 30 g Drink Video Games​

Dependent Variable Number of tries in the video game
Video Game Scores

Constants​ (Pick 2)
Video Games

Control
People that didn’t drink caffeine

Basic Procedures:​
(List 5-8 steps)

1. Figure out which drinks you are going to use
2. Figure out what video game you are going to use
3. Have the test subject drink caffeine
4. Have the subject play the game
5. Record the score
6. Find the average score for each subject

Data Table:​ (Place data table here)

Drinks Average Video Game Score
30g 900
20g 750
10g 523
None 345

Graph:​ (Place graph here)

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
The purpose of this experiment was to see if caffeine made people more alert. It was guessed
that caffeine will make people more alert. Then the test subjects was tested and it was proven
that the hypothesis was true.

Reading #1: ​Scientific Serves​ by Chris Shayer

Jim, Jody, and Juan, all sixth graders, love to play tennis and are interested in forming an
interscholastic tennis team. To do so, they decide to hold tennis practice sessions during
Period H every day. Mr. M, Mr. P, and Mr. S agree to hold tryouts at the end of October. Seeing
as how this was their idea, Jim, Jody, and Juan want to make sure that they will make the team.
To ensure their placement on the team, they test to see which brand of tennis ball helps
produce the fastest serve. Jim, Jody, and Juan believe that if they determine the ball that
produces the fastest serve, they will definitely make the tennis team because they will have an
advantage over the other players.

Before completing the experiment, they all think that brand X tennis balls will bounce the
highest because they are the hardest to squeeze. Using brand X, Y, and Z tennis balls, they

decide to drop each ball from 15 meters above the ground onto a clay tennis court. They
measure the height that each ball bounces and record this value in their data table. Jim, Jody,
and Juan complete five trials for each tennis ball and record an average height in their data
table.

What is the independent variable in the experiment?
The Ball
What is the dependent variable in the experiment?
How far it bounces
According to the passage, what was their hypothesis?
That brand x tennis balls are the best because the are they are the most hard

Name three constants involved in the experiment.
1. The Ground

2. The Height
3. Dropping the ball

Reading #2: ​Perfect Pumpkins​ by Dina Rossi

Alberta, Megan, and Tom are trying to grow the largest pumpkin for the state fair. They decide
to use the greenhouse behind Mr. K’s room. They want to test which type of soil is best suited
for growing pumpkins. Alberta, Megan, and Tom decide that if they can determine which type
of soil is best suited to grow pumpkins, they will win the blue ribbon. Before completing the
tests, they all think that potting soil will work the best because it contains plenty of organic
material, which helps the soil hold water. They plant pumpkin seeds in regular dirt dug from
behind the school, sandy soil found at Megan’s house, and store-bought potting soil. They fill
three clay pots with the regular dirt and label them Pot A, Pot B, and Pot C. They also fill three
clay pots with the sandy soil and label them Pot A, Pot B, and Pot C. Finally, they fill three clay
pots with the potting soil and label them Pot A, Pot B, and Pot C. In each pot, they plant the
same species of pumpkin seed, water them with the same amount of water, and place them in
the greenhouse so that they all get the same amount of sunlight. After the pumpkins grow, they
measure how much each pumpkin weighs from each type of soil and record their findings.

1. What is the independent variable in this experiment?
Soil

2. What is the dependent variable in the experiment?
Pumpkin

3. What was the hypothesis that Alberta, Megan, and Tom came up with in their experiment?
That potting soil is the best

4. What are three constants in this experiment?
1.
2.
3.

Reading #3: ​Soil Absorption b​ y Steve Matyczyk

Timmy, Tommy, and Tina want to plant a garden in the spring at their middle school. They have
written a letter to Mr. B asking permission to use the land around the school for their garden.
Mr. B. has agreed, but they can only use one area of the property for their garden. Before
picking a spot, Tina, Tommy, and Timmy walk around the school to find the perfect location for
the garden. Tina likes the spot behind the tennis courts, Tommy likes the spot behind the
cafeteria, and Timmy wants the garden in the front of the school. All three of these areas are
flat and receive the same amount of sunlight. Tina remembers working in the summer on her
grandparents’ farm and her grandfather always saying, “To have a good crop you need good
soil that holds lots of water.” To be fair to all, they agree to take samples of the soil at each spot
and to perform an absorbency test to see which soil holds the most water. After taking the soil
samples, they find that the front of the school has very sandy soil, the area around the tennis
courts is made up of a clay-based soil, and the area behind the school consists of a soil that
contains decomposed organic material from leaves, twigs, and grass clippings. After looking at
the different types of soils, they all think that the clay-based soil will hold the most water and
that the area behind the tennis courts will be the best place for the garden. To test for the
absorbency of the water, they place 50 g of each soil into a funnel with filter paper. Underneath
the funnel is a beaker that will catch the water that seeps through the soil. Next, they pour 100
mL of water into the soil and record the amount of water filtered and absorbed. They test each
soil five times to be sure that their results are accurate.

1. What is the independent variable in this experiment?

2. What is the dependent variable in the experiment?

3. What was the hypothesis that Timmy, Tommy, and Tina came up with in their experiment?

4. What are three constants in this experiment?
1.
2.
3.

Reading #4: ​Streambed Erosion​ by Shawn Pelletier

“I feel that the sand will erode the least,” stated Jim. Jim and Sally were having a discussion
about which type of sediment that made up the bed of Wakooie Stream would erode the least
over time. “I think the small rocks at the bottom of the stream will erode the least because they
are heavier than the sand,” said Sally. “The sand is going to erode the least because it is packed
at the bottom of the stream, giving the sand particles extra strength to stay in place. I’m correct
and you are wrong!” said Jim. Jim and Sally decided to investigate which type of particle at the
bottom of Wakooie Stream would erode the least. Jim and Sally developed a test to see who
was right. Jim and Sally took three different sediments from the streambed: sand particles,
small rock particles, and large rock particles. They collected 100 mL of each sediment. Next, Jim
and Sally took a 4-foot plastic container with sides and propped one side of the container onto
three blocks of wood that measured 5 inches in height. This created a ramp. Seven inches from
the top of the ramp, Sally drew a square box. The square box that Sally drew was where they
would place the sediment during each trial. Meanwhile, Jim measured 1,000 mL of tap water.
Jim and Sally did the experiment once the materials were collected. First they placed the 100
mL of sand sediment in the square that was drawn by Sally. Then they poured the 1,000 mL of
tap water from the top of the container, allowing the tap water to run into the sediment as it
traveled downhill. The water was acting like the flow of a stream in this investigation. When the
water came to a stop at the bottom of the container, Sally and Jim placed the soil that did not
wash away (the soil remaining in the square Sally drew) into a 100 mL beaker and measured
how much soil had been eroded away. Each type of sediment was tested three times in this
manner. After each trial was conducted, Jim and Sally found the average for how much soil
eroded away and discovered which sediment eroded the least and which sediment eroded the
most.

1. What was Jim’s hypothesis in the experiment?

2. What is the independent variable?

3. What is the dependent variable?

4. Name three constants in the experiment.
1.
2.
3.

Density Lab Report

Volume Before Volume After Volume Object Density

Object Mass (g) (mL) (mL) (cm3) (g/cm3)

A 69 50 59 9 2.56

B 268.5 27 2.44444444

C 72.5 50 59 9

D 29 50 53 3 9.666666667

E 29 60 65 5 5.8

F 29 50 54 4 7.25

G 22 50 58 8 2.75

H 29.5 50 62 12 2.458333333

Unknown Volume Volume Volume Density
Objects Mass (g) Before After Object (g/cm3)

1 28.5 50 53 3

2 28.5 50 55 5

3 266.5 n/a n/a 56 27
4 69 6
50

5 29 50 54 4

6 29.5 50 60 10

7 72 50 58 8

8 22 50 57 7

I. Investigation Design
A. Problem Statement:

How do you find the unknown density of certain objects

B. Hypothesis:

If density is known then metal can be identified

C. Independent Variable: x
Levels of IV

Copper Bronze Tin Aluminum Brass Zinc

D. Dependent Variable:y
Density of the objects

E. Constants: Same graduated cylinder Same amount of water

Triple Beam Balance to
measure

F. Control:
Water

G. Materials: (List with numbers)
1. Copper
2. Bronze
3. Tin
4. Aluminum
5. Brass
6. Zinc
7. Triple Beam Balance
8. Water
9. Graduated Cylinder

H. Procedures: (List with numbers and details)
1. Make a hypothesis
2. Use triple beam balance to find the mass
3. Find the volume with a graduated cylinder and water
4. Find the density
5. Form a conclusion

II. Data Collection
A. Qualitative Observations:

2. Graph

3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3

D = 9 g/cm​3
III. Data Analysis/Conclusion
The purpose of this experiment was to find the density of certain types of metal. We found that
the density of 18 different types of metals. We used a triple beam balance to find the mass.
Then we used a graduated cylinder and water to find the volume. The we did mass/volume to
find the density of the object. The density of lead increased by 0.45, the density of zinc
increased by 0.43, Aluminum increased by 0.13

IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?
Buoyancy is something that arises from density changes. It is important because it is the driving
force behind plate tectonics. Plate tectonics determines the earth's features and how it moves.
For example one place in the earth may have a lot of mountains but another place could have
flat land. The theory is that the earth’s outer shell is divided into plates that will slide under the
mantle.

V. References and Citations
● 2 or 3 web links
1. http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html
2. https://www.livescience.com/37706-what-is-plate-tectonics.html

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. *​Use Link on Classroom

● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

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

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

The gold might heat up faster or slower
3. What is the role of energy during the phase changes?

To heat up the water
4. Describe the motion of the molecules throughout the experiment. Find

diagrams that show the motion.
The water started heating up fast then started slowing down

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

It starts heating up fast
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 Specific Heat
A. Latent Heat (Define it)

7. Why do we put water in a car’s engine? Explain:
So it will cool the radiator so the engine won’t overheat

Mixture Project:

Object Mass Total Mass

Rocks+ beaker 409.3 107.3

iron filings 3.5-2g ( from container) 1.5

pebbles 30.4-2g ( from container) 28.4

Coarse sand 4.2-2g ( from container) 2.2

sand 193-2g ( from container) 191

Rocks 67.5-2g ( from container) 65.5

Classifying Matter Quiz

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

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

Mixture A Mass (g) %

Large Rocks 125 5.186721991%

Small Rocks 75 3.112033195%

Coarse Sand 32 1.3278008299%

Iron 9 0.3734439834%
241

Mixture B Mass (g) %
Large Rocks 205 18.9756098
Small Rocks 58 7.09854015
Coarse Sand 97 40.1030928
Iron 29 134.137931

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

Graphs:
Mixture A

Mixture B

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

K2​ ​SO​4​ - Potassium Sulfate
(Show Math Here)
K2​ =​ 39(2)= 78
S= 32
O​4=​ 16(4)=64
Percents:
K2​ =​ (78/174)100 = 44.8%
S=(32/174)100 = 21.8%

O​4=​ (64/174)100 = 36.8%

Total: 174

Na3​ P​ O4​ ​ - Sodium Phosphate
(Show Math Here)
Na(3)= 23(3)= 69
P (1)= 31
O (4)= 16(4)= 64
Total= 164
Na=(69/164) x 100 = 42.07%
P= (31/164) x 100 = 48.43%
O=(64/164) x 100 = 39.02%

i
Graphs:

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

charts.
Mixtures are different things mixed together such as trail mix. Compounds are different elements
on the periodic table mixed together. The pie charts show how much of a certain element is in a
compound. One example of a compound is potassium sulfate.

2. E​ xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.

First we put the sand in a coffee filter and poured water in it. The we let the water drip into a
beaker. After it was done dripping we put the beaker onto a hot plate and then started heating
up. A little after it started boiling the water evaporated and there was salt left behind in the
beaker.

QUIZ: Phase Changes 2017

Calculate Heat Energy:

Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
Heat = Mass * Heat of Vaporization
Data Table:

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

Water 37 g 80 0 100 540 1 2960

Silver 37 g 26 961 2212 2356 0.057 962

Directions: ​Determine the Heat Energy required to completely evaporate the substances in the
data table.

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

Heat = 37g * 80 cal/g
Heat= 2960 calories

Heat= 37g * 100c * 1cal/gc
Heat=37g*100 cal/gc
Heat= 3700 gc​

Heat=37g * 540 cal/g
Heat= 19980 calories

Scientific Notation: 2.960 * 10​3,​ 3.7 * 103​ ​ g/c, 1.9980 *10​4​ calories

B. Silver

Heat= 37g * 26 cal/g
Heat= 962 calories

Heat = 37g * 1521c * 0.057 cal/gC
Heat=37g * 86.7 cal/gC
Heat= 3207.9 calories

Heat= 37g * 540 cal/g
Heat= 19980 calories

Scientific Notation: 9.62 x 10​2
3.2079 * 10​3
1.9980 * 104​

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)

2. How can you use the unit (cal/gC) to explain the difference between Water and Silver?

There would be different heat of vaporization, heat of fusion, specific heat

3. Would it be possible for there to be solid oxygen on another planet? Explain:
Only if the planet could reach temperatures lower than -218 c because oxygen freezes at that
temperature.
Oxygen Boiling Point: -183 C
Oxygen Melting Point: -218 C

Acceleration

QUIZ: Motion

Name:​ Rahul Iyer Date:​ 1/1/18

Formulas:

A= v2 −v1 V2 = V1 + (a * T) T= V2−V1
T2 a

1. After traveling for 14.0 seconds, a bicyclist reaches a speed of 89 m/s. What is the runner’s
acceleration?

A = V/T2​

A = 89m/s / 14s

A = 6.35 m/s

The runners acceleration is 6.35 m/s

2. A car starting from rest accelerates at a rate of 18.0 m/s2​ .​ What is its final speed at the end of
5.0 seconds?

Final Speed = V x T

Final Speed = 18.0m/s x 5s

Final Speed = 90 m/s

The speed of the car after 5 seconds will be 90m/s

3. A cyclist accelerates at a rate of 16.0 m/s2​ .​ How long will it take the cyclist to reach a speed of
49 m/s?

V​1/​ V2​ ​ = T

49m/s / 16 m/s = T

3.06s = T

It will take the cyclist 3.06 seconds to reach a speed of 49 m/s

3. 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 4.6 seconds 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=V*T

D = (3.0 x 108​ m​ /s) x 4.6s

D = (13.8 x 10​8​ m/s)

The distance between the astronomers and the moon is (13.8 x 108​ ​ m).

Directions:​ Choose 4 or 5

4. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class
for the third time this week. She must get from one side of the school to the other by hurrying
down three different hallways. She runs down the first hallway, a distance of 65.0 m, at a
speed of 5.2 m/s. The second hallway is filled with students, and she covers its 32.0 m length
at an average speed of 1.46 m/s. The final hallway is empty, and Suzette sprints its 60.0 m
length at a speed of 7.3 m/s.
(D1​ ​ / V​1​) + (D2​ ​ / V2​ )​ + (D3​ ​ / V3​ ​) = Total Time
(6.50m/5.2m/s) + (32.0m/1.46m/s) + (60.0m/7.3m/s) = Total Time
(1.25s) + (21.91s) + (8.21) = Total Time
31.37 = Total Time

a. Does Suzette make it to class on time or does she get detention for being late again?
She made it to class 28.64 seconds before class started.
5. 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 0.35 m/s while the rabbit runs the first 200.0
m at 1.85 m/s The rabbit then stops to take a nap for 1.200 hr and awakens to finish the last
800.0 m with an average speed of 4.2 m/s. Who wins the race and by how much time?

6. What is the Acceleration of the Cart on the Ramp? Determine the Angle of the Ramp (A).

Angle Chart: ​https://drive.google.com/open?id=0B4RmhXJlHvo1YXZhcDNMSDNSMXc

Which Angle had the greatest Acceleration? Write a Conclusion based on your findings. Create
a Graph if you have time.

Height of

Ramp Velocity Velocity
2 Acceleration
(Opposite) Dist. 1 Time 1 1 Dist. 2 Time 2

50 m 100 m 10 sec. 10m/s 100 m 5 sec. 20m/s 2m/s

100 m 100 m 5 sec. 20m/s 100 m 2 sec. 50m/s 15m/s

A1​

A = V​2​ - V​1​ / T​2

A = 20m/s - 10m/s / 5s

A = 10m/s / 5s

A = 2m/s

A2​
A = V2​ ​ - V​1/​ T2​
A = 50m/s - 20m/s / 2
A = 30m/s / 2
A = 15m/s

Graph:

Conclusion:
The acceleration of angle two was more then the acceleration of angle one. The height of angle
two was 100m and the height of angle one was 50m. This means that the height of angle two was
50m more than angle one.The acceleration of angle one was 2m/s and 15m/s for angle two. The
acceleration was 13m/s more than angle one.

EXTRA CREDIT:
Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is 3.0 ×​
108​ ​ m/s. In ​kilometers​, how far is the earth from the star?

Answer must be in scientific notation

D=VxT
D = (3.0 x 10​8m​ /s) x 46
D = (138 x 108​ m​ )
D = (138 x 10​5​km)
The star is 138 x 10​5 ​km away from the earth.

Acceleration Worksheet. Name: Rahul Iyer
14.2 Acceleration Date: 2 - 27 - 18

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 (v​ 2​ )
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=

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?

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

6

9

8

10 15

Acceleration = ___________________________

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?

30.0 m/s - 4.0 m/s = 26 m/s

The car will stop at 26 s

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?

60 mi/hr / 8s = 7.5 mi/hr

7.5 mi/hr x 5s = 37.5

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?

5.0 s x 40 m/s = 200 m/s

7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?

60m/s / 25m/s = 2.4 m/s

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?

Starting Speed - Ending Speed / time
25 mi/hr - 6 mi/hr / 10
19 mi/hr / 10
1.9 mi/hr

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

2. History of the Atom
Link: h​ ttps://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s
Link2:

a. Dalton
- Dalton made a theory that atoms were indestructible
- Said that all of the atoms in a certain element were identical
- Says that atoms cannot be created or destroyed

b. Thomson - V​ ideo
- JJ Thomson discovered the electron.

c. Rutherford
-
- The Nucleus was discovered in 1911 by Ernest Rutherford

D. Bohr

Structure of the Atom
Video
Video2
a. Nucleus, protons, neutrons, electrons
b. Atomic Mass
c. Charge

d. Valence Electrons

1. Quarks formed protons and neutrons
2. The first atoms were hydrogen and helium
3. The nucleus is held together by a small force
4. Neutrons are made of one up quark and 2 down quarks
5. Most of the mass in the atom resides in the nucleus.
6. An Atom cannot be split apart
***Use models to explain the difference between:
Sodium Chloride​ and M​ agnesium Chloride​ or S​ odium sulfide​ and C​ alcium Sulfide
Isotopes

Link:
https://phet.colorado.edu/en/simulation/isotopes-and-atomi
c-mass

e. Provide Example
f. How are they used by Scientists?
Families of the Periodic Table
*Describe the life of Mendeleev and how he created
the Periodic Table.
*What makes the elements the similar in each family?
*What are some trends in the Periodic Table?
g. Alkali Metals
h. Alkaline Earth Metals
i. Halogens
j. Noble Gases
Choose an article to read from site and summarize:
https://www.livescience.com/37206-atom-definition.html

1. Atoms were created after the Big Band 13.7 million
years ago

2. After it cooled quarks started forming
3. Protons and Neutrons combined and formed nuclei

4. After 380,000 years the first atoms formed
5. Protons and Neutrons are heavier than electrons
6. Protons and Neutrons are found in the nucleus in the

atom
7. The electron was discovered in 1897
8. Neutrons were discovered by chadwick in 1932
9. Neutrons were found when atoms were shot at a thin

sheet of beryllium
10. A theory was that if you find a stone and keep

cutting it up there will eventually be a point where it
cannot be cut up. This theory was made by
democritus

Conservation of Mass Video Notes

A. Watch this video and take notes:
https://www.youtube.com/watch?v=2S6e11NBwiw

(Use screen shots to help explain parts of the video -
minimum 3)

B. Steel Wool Experiment:
https://www.youtube.com/watch?v=774TbEUUM-A
Take Notes using screenshots to explain

C. Baking Soda and Vinegar Lab
https://www.youtube.com/watch?v=5o-UjU8l_3M
Describe the results in this experiment

D. h​ ttps://www.youtube.com/watch?v=Wwmsy4huZQ0
Watch this reaction

Questions:
1. What is the Law of Conservation of Mass?

2. How are all the videos similar?

Example:
Explain how this reaction follows the Law of Conservation
of Mass

CaCl​2​ + Na​2S​ O​4​ → ___CaSO​4​ + 2 NaCl

Explain:

Law of Conservation of Mass Presentation
Due: ​Next Thursday 12/14

Directions:​ Your group must think of a company that
needs a special compound that is Insoluble for their new
product. You will need to show how to create that
compound in a balanced chemical reaction. Please follow
the below requirements:

1. Explain the Law of Conservation of Mass
2. Provide examples of the 4 types of chemical

reactions.
3. Provide name of company
4. Discuss the solubility rules chart and how you used it.

5. Provide a video link that explains one concept in your
presentation.

6. Provide the balanced chemical reaction that produces
your compound.

7. Find the Mass% of the elements in your compound.
8. How will the compound be used by your company?

Resources:
1. https://drive.google.com/a/cheshire.k12.ct.us/file/d/0B4RmhXJlHvo1Wm1rTnpJZEZ5UU
k/view?usp=sharing
2. https://docs.google.com/document/d/1Fx-wzIZfzvfBFFW24I5_jbt0J6RZWpQoSLIBzCa8j
GI/edit?usp=sharing

Solubility Rules Chart

Solubility Rules for Ionic Compounds

Compounds Solubility Exceptions

Salts of alkali metals and  Soluble Some lithium compounds

ammonia

Nitrate salts and chlorate  Soluble Few exceptions

salts

Sulfate salts Soluble Compounds of Pb, Ag, Hg, Ba, 

Sr, and Ca

Chloride salts Soluble Compounds of Ag, and some 

Carbonates, phosphates,  Most are I​ nsoluble compounds of Hg and Pb
Compounds of the alkali 

chromates, sulfides, and  metals and ammonia

hydroxides

Polyatomic Ion Chart

Type 1 Ions

ION NAME
Zn+​ 2 Zinc
Ag+​ Silver

Type II Ions

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 Heterogeneous

Copper Element

Lemonade Homogeneous

Rocks, sand, gravel Heterogeneous

Salt Water Homogeneous

Gold Element

Sodium Chloride ​(NaCl) Compound

Air (Oxygen, nitrogen, carbon monoxide…) Compound

K2​ ​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 5.186721991%

Small Rocks 75 3.112033195%

Coarse Sand 32 1.3278008299%

Iron 9 0.3734439834%
241

Mixture B Mass (g) %
Large Rocks 205 18.9756098
Small Rocks 58 7.09854015
Coarse Sand 97 40.1030928

Iron 29 134.137931
Calculation Examples (​ Provide 2 Examples showing how you determined the Mass %)
Graphs:
Mixture A

Mixture B

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

K​2S​ O​4​ - Potassium Sulfate
(Show Math Here)
K2​ =​ 39(2)= 78
S= 32
O4​ =​ 16(4)=64
Percents:
K2​ ​=(78/174)100 = 44.8%
S=(32/174)100 = 21.8%
O​4​=(64/174)100 = 36.8%

Total: 174

Na​3P​ O​4​ - Sodium Phosphate
(Show Math Here)
Na(3)= 23(3)= 69
P (1)= 31
O (4)= 16(4)= 64
Total= 164
Na=(69/164) x 100 = 42.07%
P= (31/164) x 100 = 48.43%
O=(64/164) x 100 = 39.02%

i
Graphs:

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

charts.
Mixtures are different things mixed together such as trail mix. Compounds are different elements
on the periodic table mixed together. The pie charts show how much of a certain element is in a
compound. One example of a compound is potassium sulfate.

2. E​ xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.

First we put the sand in a coffee filter and poured water in it. The we let the water drip into a
beaker. After it was done dripping we put the beaker onto a hot plate and then started heating
up. A little after it started boiling the water evaporated and there was salt left behind in the
beaker.

Density Lab Report Rewrite ​- Due Friday

Directions: ​Analyze the following data and write a conclusion paragraph.

Data Table Density (g/cm3)

Known - Day 1 9.12
2.78
Metal 11.89
7.13
Copper
Aluminum

Lead
Zinc

Unknown - Day 2

Metal Density (g/cm3)

A 12.34
B 7.56
C 5.32
D 2.65

Make a Graph:

Conclusion:

*Use transition words (Therefore, however, In conclusion…)
1. Purpose of experiment
2. Hypothesis correct?
3. Describe data that supports your hypothesis - Are you able to identify 3 unknowns? Use
evidence from the data table.
4. Which trial would you repeat? Why?
5. What would you improve in this lab?,

Density Experiment and Lab Report

Directions:
1. Identify the unknown metals using density. Follow the lab report
template.
2. Plan experiment with group.

○ Lab Template
○ Density Data Table
Critical Thinking:
1. How does density relate to Plate Tectonics?
2. How does density relate to Land/Sea Breezes?
3. How does Bone Density affect the health of a person?

*Density Calculations
Density Word Problems

Name Rahul Iyer
Class 2
Teacher Mr. Lopez
Date 10/6/17

Investigation Title:

I. Investigation Design
A. Problem Statement:
How do you find the unknown density of certain objects

B. Hypothesis:
If density is known then metal can be identified

C. Independent Variable: x
Levels of IV

Copper Bronze Tin Aluminum Brass Zinc

D. Dependent Variable:y
Density of the objects

E. Constants: Same graduated cylinder Same amount of water

Triple Beam Balance to
measure

F. Control:
Water

G. Materials: (List with numbers)
1. Copper
2. Bronze
3. Tin
4. Aluminum
5. Brass
6. Zinc
7. Triple Beam Balance
8. Water
9. Graduated Cylinder

H. Procedures: (List with numbers and details)
1. Make a hypothesis
2. Use triple beam balance to find the mass
3. Find the volume with a graduated cylinder and water
4. Find the density
5. Form a conclusion

II. Data Collection
A. Qualitative Observations:

B. Quantitative Observations: (Key data)
1. Data Table

Volume Before Volume After Volume Object Density

Object Mass (g) (mL) (mL) (cm3) (g/cm3)

A 69 50 59 9 2.56

B 268.5 27 2.44444444

C 72.5 50 59 9

D 29 50 53 3 9.666666667

E 29 60 65 5 5.8

F 29 50 54 4 7.25

G 22 50 58 8 2.75

H 29.5 50 62 12 2.458333333

Unknown Volume Volume Volume Density
Objects Mass (g) Before After Object (g/cm3)

1 28.5 50 53 3

2 28.5 50 55 5

3 266.5 n/a n/a 56 27
4 69 6
50

5 29 50 54 4

6 29.5 50 60 10

7 72 50 58 8

8 22 50 57 7

2. Graph

3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3

D = 9 g/cm​3
III. Data Analysis/Conclusion
The purpose of this experiment was to find the density of certain types of metal. We found that
the density of 18 different types of metals. We used a triple beam balance to find the mass.
Then we used a graduated cylinder and water to find the volume. The we did mass/volume to
find the density of the object. The density of lead increased by 0.45, the density of zinc
increased by 0.43, Aluminum increased by 0.13

IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?
Buoyancy is something that arises from density changes. It is important because it is the driving
force behind plate tectonics. Plate tectonics determines the earth's features and how it moves.
For example one place in the earth may have a lot of mountains but another place could have
flat land. The theory is that the earth’s outer shell is divided into plates that will slide under the
mantle.

V. References and Citations
● 2 or 3 web links
1. http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html
2. https://www.livescience.com/37706-what-is-plate-tectonics.html

Volume Before Volume After Volume Object Density

Object Mass (g) (mL) (mL) (cm3) (g/cm3)

A 69 50 59 9 2.56
B
C 268.5 27 2.44444444
D
E 72.5 50 59 9
F
G 29 50 53 3 9.666666667

H 29 60 65 5 5.8

Unknown 29 50 54 4 7.25
Objects
22 50 58 8 2.75

29.5 50 62 12 2.458333333

Volume Volume Volume Density
Mass (g) Before After Object (g/cm3)

1 28.5 50 53 3

2 28.5 50 55 5

3 266.5 n/a n/a 56 27
4 69 6
50

5 29 50 54 4

6 29.5 50 60 10

7 72 50 58 8

8 22 50 57 7