Edward Chen Blue Team Science Portfolio

Blue Science Portfolio 

Made by Eddy Chen 
2017 - 2018 

Table of Contents

Topic Page numbers
Scientific Method 3 - 12
13 - 14
Metric System 15 - 23
Density 24 - 37
38 - 48
Phase Changes 49 - 52
Classifying 53 - 60
61 - 71
Table of Elements 72 - 79
Atomic Structure 80 - 90
91 - 94
Isotopes 95 - 97
Velocity
Motion 98 - 108
Inclined Plane 109- 113
Simple Machines 114 - 116
Heat Energy
Circuits 117
Portfolio Reflection
Thank you



Scientific Discoveries Presentation





QUIZ: Scientific Method

Scientific Method

Directions: ​Read 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
Does microwaving fish food make the fish smarter and faster?

Hypothesis
If we feed fish food that was microwaved for 60 seconds, then the fish will
complete the maze the fastest.

Independent Variable

Fish food Fish food Fish food Fish food that is
microwaved for microwaved for microwaved for not microwaved.
60 seconds. 40 seconds. 20 seconds.

Dependent Variable

The dependent variable is the speed in seconds the fish complete the
maze.

Constants​ (Pick 2) Another constant is the species of
fish that are swimming through the
One constant is the maze the fish maze.
are swimming in.

Control
The fish food that is not microwaved.

Basic Procedures:​

(List 5-8 steps)

1. Divide the 100 fish in 4 groups of 25
2. Measure out 5 grams of fish food for each fish. So 500 grams of fish

food divided into 100 groups.
3. Microwave the 25 batches of 5 grams of fish food, 3 times for 60

seconds, 40 seconds, and 20 seconds.
4. Then I feed 5 grams of the fish food microwaved for 60 seconds to

each of the 25 fish in one of the groups of fish and time how fast
they can go through the maze.

5. After that I feed 5 grams of the fish food microwaved for 40 seconds
to each of the 25 fish in a different group of fish and time how fast
they can go through the maze.

6. I would do the same for the 2 remaining groups of fish with the food
microwaved for 20 seconds and the food that was not microwaved.

7. I take down the average speed of the fish on a spreadsheet.

Data Table:​ (Place data table here)

Amount of time fish food was Average speed the fish travel the
microwaved in seconds maze in seconds
0 83
20 41
40 68
60 27

Graph:​ (Place graph here)

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements,
Conclusion

To sum up, I tried to find if microwaving fish food would help the fish
swim faster and be smarter. My hypothesis was if I microwaved fish food
for 60 seconds, then the fish would finish the maze the fastest. To do the
experiment, I had to separate the 100 fish into 4 groups of 25. Each group
of fish got 5 grams of either fish food microwaved for 60 seconds, fish food
microwaved for 40 seconds, fish food microwaved for 20 seconds, or fish
food that was not microwaved. Then I raced the fish by group and timed to
see how fast they could complete the maze. Then, I took down the average
speed of the fish in each group. The fishes that ate the food that was not
microwaved finished the maze in approximately 83 seconds. The fishes
that ate the food that was microwaved for 20 seconds finished the maze in
approximately 41 seconds. The fishes that ate the food that was

microwaved for 40 seconds finished the maze in approximately 68
seconds. And the fishes that ate the food that was microwaved for 60
seconds finished the race in 27 seconds. If I were to redo the experiment I
would have tested fish food that has been microwaved more ways. As you
can see, using the data collected from the experiment, I can conclude that
microwaved food helps make fish smarter and faster. Also fish food
microwaved for 60 seconds helps the fish swim faster and be smarter that
fish food microwaved for 20 seconds and 40 seconds. My conclusion
supports my hypothesis.

Reflection
In the scientific method unit, we did experiments and learned many

parts of the scientific method. During the unit, we performed a paper towel
and mystery solution experiments and made lab reports using the scientific
method. We learned about what independent variables and dependent
variables are. We also learned to tell the difference between the constants
and controls. Finally we learned how to make a graph and data table using
google sheets. We eventually took a quiz where we had to design our own
experiment and write a lab report using the scientific method.

Science Articles: Cassini Spacecraft

About 13 years ago, the Cassini Spacecraft was sent to Saturn to
research Saturn and its moons. The spacecraft is set to crash into Saturn
after fulfilling its research and sending it back to Earth. The spacecraft has
flown around Saturn and its moons discovering mountains, geysers and
much more. The Cassini spacecraft has also researched many of Saturn’s
moons like Enceladus and Titan. Enceladus is a very small moon, only 313
miles wide, but it shoots water that freezes almost instantly into ice from its
geysers, adding to rings of Saturn. The dunes and small peaks on Titan are
very interesting unlike its air, according to geologists. Before the spacecraft
crashed it slowly descended into the atmosphere of Saturn and took
measurements of the air, like helium and hydrogen.

Metric System Quiz



Density:

Density Lab Report
Name Eddy Chen
Class S3
Teacher Mr. Lopez
Date 9/26/17

Investigation Title: Density Lab

I. Investigation Design
A. Problem Statement:
How does density of the objects help us identify the unknown metal.

B. Hypothesis:

If density is known then we can identify the lettered labeled metals with its
corresponding number labeled metal because every type of metal has
their own distinct density no matter the size of shape.

C. Independent Variable: x
Levels of IV

Copper Tin Bronze Zinc Brass Aluminum

D. Dependent Variable:y
The density of the metal.

E. Constants: Volume of water before Temperature of water
The Triple Beam
Balance

F. Control:
Water

G. Materials: (List with numbers)
1. Graduated Cylinder
2. Water
3. Triple Beam Balance
4. Different Metals
H. Procedures: (List with numbers and details)
1. Measured out 50 mL of water in a graduated cylinder.
2. Dropped the metals into the water
3. Using water displacement, we found the volumes of the metals.
4. Calibrated the triple beam balance
5. Weighed each metal for its mass.
6. Recorded the mass
7. Divided mass/volume to find the density of the metals.

Data Table Density

Metals Day 1 Density Day 2
Copper
Aluminum 9.63 9.6
Zinc
Brass 2.69 2.68
Bronze
Tin 7.23 7.27
Copper
Aluminum 8.51 8.56

2. Graph 9.9 9.9

7.15 7.25

9.01 9.05

2.45 2.45

3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 28.9g
3 cm3

D = 9.6 g/cm​3

Bronze

D = m/v

D= 267.4 g
27 cm3

D = 9.9 g/cm​3

Aluminum (8)

D = m/v

D= 22.1 g
9 cm3

D = 2.45 g/cm3​

Brass

D = m/v

D= 68.1 g
8 cm3

D = 8.51 g/cm​3

III. Data Analysis/Conclusion
Purpose, Hypothesis, correct?, data, improvements, “In Conclusion”

To sum up the Density Lab, My group tried to find identify the type of
metal using the density of the metal. The hypothesis for this experiment is If
density is known then we can identify the lettered labeled metals with its
corresponding number labeled metal because every type of metal has their
own distinct density no matter the size of shape. To perform the experiment
we needed a triple beam balance, more than 50 mL of water, a graduated
cylinder, and a beaker. For each metal, my group and I filled a graduated
cylinder with 50 mL of water, then we carefully placed the metal into the
water and solved for how much the water rose, which is the volume of the
metal. This process is called water displacement. Then, we calibrated the
triple beam balance and measured the mass of the metal. After we found
both the mass and the volume of the metals, we divided the volume of the
metal by the mass of the same metal to get its density. This is the formula
for density. My group and I finally took down all this information for all 8
metals objects on a google spreadsheet/ data table. We found the
approximate density for the 6 different type of metals in grams/cm​3​ for the
two times we did the experiment and identified/matched the types of
metals. The density for copper is 9.3 grams/cm​3 ​which was metal number 1
and letter D. The density of tin is 7.2 grams/cm3​ ​which was metal number 2
and letter F. The density of bronze is 9.9 grams/cm​3​ which was metal
number 3 and letter B. The density of brass is 8.53 grams/cm3​ w​ hich was
metal number 4 and letter A. The density of zinc is 7.25 grams/cm3​ w​ hich
was metal number 5 and letter E. The density of aluminum is 2.45
grams/cm3​ w​ hich was metal number 8 and letter G. We matched and
identified the metals by matching the metals with the same or very similar
densities because the density of a metal does not change and is unique for
each type of object. If I were to redo this experiment, a change I would do
is not to round the mass and the volume. This way the densities would be

more exact and I can match up the metals with the densities easier. In
conclusion, by using the density formula to solve for the densities of the
metals, I can identify a metal and match the lettered and numbered labeled
metals using the densities. The experiment helped me conclude that my
hypothesis was accurate and correct.

IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?

Density affects plate tectonics in many ways but there is one main
correlation, mantle convection. To start, plate tectonics are the outer layer
of the earth that is broken into sections of different sizes. Convection is the
process when less dense matter floats and more dense matter sinks. This
is caused by currents of heat coming from inside the Earth. Temperature
can easily change the density of an object, so hotter rock is less dense and
floats while a cool rock is more dense and sinks. So, when two tectonic
plates collide and have the same or a very similar density, they push up
and form a mountain. If the two plates that meet are unequal in density,
than the more dense plate will sink and the less dense plate will continue
forward. When this happens, it commonly results in an earthquake. Usually,
oceanic plates are more dense because they are cooler, so if a continental
plate and an oceanic plate meet, the oceanic plate usually goes under the
continental plate.

Density Quiz





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. From 1 to 3 minutes the temperature stayed the same and
from 18 minutes to 18 to 22 minutes it also stayed the
same. This is because, from 1 to 3 minutes, the ice was
turning into water, the phase change. During this phase
change 0 C ice is turning into 0 C water. From 18 to 22
minutes, the 100 C water is turning into 100 C vapor.
During these two phase changes, the temperature remains
the same.

2. How would the graph be different if we tried this experiment with
Gold? Explain:
2.1. If we tried this experiment with Gold, there would not be a
phase change. The hot plates don’t produce enough
energy to raise the temperature of gold enough to melt or
turn into gas. If we had enough energy/heat, we
theoretically could make a similar graph to the water graph.

3. What is the role of energy during the phase changes?
3.1. The amount of energy added to an object is what causes it
to change from a solid to a liquid, or a liquid to a gas.
There would not be any phase changes without energy,
which is another name for heat.

4. Describe the motion of the molecules throughout the experiment.
Find diagrams that show the motion.
4.1. As a solid, water molecules form bonds with each other
and are still, forming a latus structure. As you add
heat/energy, the energy starts to move the molecules and
start to move the bonds, weakening the latus structure.
Once you reach the boiling point, the amount of energy
breaks the bonds and breaks the latus structure so the

molecules move free away from each other.

5. How does the Average Kinetic Energy change throughout the
experiment? (Be specific)
5.1. As the temperature of water increases, the average kinetic
energy will increase. As seen in the graph, there is a
positive correlation between the heat/kinetic energy and
the temperature of the water.

6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in
another beaker. Compare and explain the following in the beakers
after they have reached the boiling point:

A. Heat Energy
a. You would need more heat energy to turn 400 mL ice into
vapor than 200 mL ice into vapor.

B. Temperature
a. The temperature needed to turn 400 mL of ice and 200 mL
of ice is the same, but you would need more time to turn
400 mL of ice into vapor.

C. Average Kinetic Energy

a. The Average Kinetic Energy increases as the temperature
of the ice increases. So, the Average Kinetic Energy will
increase faster in the 200 mL of ice than the 400 mL of ice.

D. Specific Heat
a. Specific heat is the amount of energy required to raise an
object’s temperature by one degree Celsius. Both blocks of
ice have the same specific heat.

E.Latent Heat (Define it)
a. Latent heat is energy released or absorbed, by a body or a
thermodynamic system, during a constant-temperature
process.

7. Why do we put water in a car’s engine? Explain:
You put water in the car’s engine along with the coolant to cool

down the car’s
engine and keep it from overheating.

8. What is the difference between water and moth crystals?
Water and moth crystals have different freezing points. The freezing

point of
water is 0 C and the freezing point of moth crystals is 49 C.

A. Heat = m * change in T * SH
Heat = 65g * 1807 C * 0.21 cal/g
Heat = 24,665.55 calories
*went from melting point to boiling point

Heat = m * Hvaporization
Heat = 65g * 2500 cal/g
Heat = 162,500 calories

Total = 162,500 calories + 6,175 calories + 24665.55 calories = 193,340.55
calories
Total = 1.93 x 105

B. Gold
Heat = m * Hfusion
Heat = 65g * 15 cal/g
Heat = 975 calories

Heat = m * change in T * SH
Heat = 65g * 1737C * 0.03 cal/gC
Heat = 3387.15 calories

Heat = m * Hvaporization
Heat = 65g * 377 cal/g
Heat = 24505 calories

Total = 975 cal + 3387.15 cal + 24505 cal = 28867.15 calories
Total = 2.89 x 104

C. Water
Heat = m * Hfusion
Heat = 65g * 80 cal/g
Heat = 5200 calories

Heat = m * change in T * SH
Heat = 65g * 100 C * 1 cal/g
Heat = 6500 calories

Heat = m * Hvaporization
Heat = 65g * 540cal/g
Heat = 35,100 calories

Total = 35100 cal + 6500 cal + 5200 cal
Total = 46800 calories
Total = 4.68 x 104

Graph your Results:

Questions:
How are the substances different?

Water is a compound it is made up of 2 different elements, and 3
compounds, two
hydrogen and one oxygen. Aluminum and gold are elements. Each
substance has different amount of heat needed to be applied to change its
phase and change its temperature. For example, it takes one calorie to
raise one gram of water one degree celsius, but it only takes 0.03 calories

to raise one gram of water one degree celsius, and 0.21 calories to raise
one gram of water one degree celsius.

Graph:

Data Table:

Metal Mass Heat Melting Boili Heat of Specif Heat
of Pt.​ (C) ng Vaporizati ic Energ
Fusio Pt. on Heat y
n (C) (cal/g) (cal/gC (cal)
(cal/g) )

Water 65 g 80 0 100 540 1

Aluminu 65 g 95 660 2467 2500 0.21
m

Gold 65 g 15 1063 2800 377 0.03

The Cups Mass - 2.3

Sour Patch Kids - 15.6g - 2.3g = 13.3g => 13.3/52.6 x 360 = 91.03 degrees

M and M’s - 21.3g - 2.3g = 19g => 19.0/52.6 = 19/52.6 x 360 = 130.04
degrees

Marshmallows - 7.1g - 2.3g = 4.8g => 4.8/52.6 = 4.8/52.6 x 360 = 32.86
degrees

Skittles - 17.8g - 2.3g = 15.5g => 15.5/52.6 x 360 = 106.08 degrees

Total = 13.3 + 19 + 4.8 + 15.5 = 52.6g



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 26,640
calories

Silver 37 g 26 961 2212 2356 0.057 90,772.3
59

calories

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

1. H = M * H​fusion
H = 37g * 80 cal/g
H = 2,960 calories
H = 2.96 x 10​3​ calories

2. H = M * change in temp * SH
H = 37g * 100C * 1 cal/gC
H = 3,700 calories
H = 3.7 x 10​3​ calories

3. H = M * H​vaporization
H = 37g * 540 cal/g
H = 19,980 calories
H = 1.998 x 10​4 c​ alories

4. Total = 2960 calories + 3700 calories + 19980 calories
Total = 26,640 calories
Total = 2.7 x 10​4​ calories

Scientific Notation: 2.7 x 10​4​ calories

B. Silver

H = M * Hf​ usion
H = 37g * 26 cal/g
H = 962 calories
H = 9.62 x 10​2​ calories

H = M * change in temp * SH
H = 37g * 1251C * 0.057 calories
H = 2,638.359 calories
H = 2.6 x 103​ ​ calories

H = M * H​vaporization
H = 37g * 2356 cal/g
H = 87,172
H = 8.7 x 104​ ​ calories

Total = 962 calories + 2638.359 calories + 87172 calories
Total = 90,772.359 calories
Total = 9.08 x 10​4 ​calories

Scientific Notation: 9.08 x 10​4 c​ alories

Graph your Results:

Writing (_____ out of 4)
Questions:
1. How are Heat and Temperature different for the following pictures of ​boiling

water? Explain:​ (Hint: Use the Heat equation)

The heat and temperature are different for the pictures of boiling water. In the
heat equation, the mass of the substance is needed for every calculation. In the
pictures, the ocean has a much larger mass than the small amount of water in the
beaker. The amount of mass is multiplied by the other factors like the Heat of fusion,
change in temp., specific heat, and heat of vaporization. So the final amount of energy
needed to boil the ocean would be much larger than the amount of energy needed to
boil a beaker of water. But theoretically, if we could boil the ocean, the temperature of
both the ocean and the beaker of water would be the same. That is how the heat and
temperature are different or the same for the pictures of boiling water.

3. Would it be possible for there to be solid oxygen on another planet? Explain:

There could definitely be solid oxygen on another planet. But, the planet
would need to be extremely far from any star so that the environment would cold
enough for the oxygen to freeze. The melting point/freezing point of oxygen is
-218 C, so the planet would need to be extremely cold and could definitely not
support life. Any substance can theoretically be turned solid. Every type of
substance has a different melting point and if the environment is colder or equal
to the melting point, than the substance freezes. So, there could be solid oxygen
on another, much colder, planet.

Oxygen Melting Point: -218 C
Oxygen Boiling Point: -183 C

Classifying Matter:

Substance - Heterogeneous Solubility - the Solvent - the
amount of a substance that
Element or Mixture - a substance that does the
will dissolve in a dissolving
compound that mixture where given amount of
another Saturated - Any
cannot be two or more substance solution that
contains all the
broken down parts are visible Atom -The solute it can hold
smallest part of at a given
into simpler an element that temperature
still retains the
components and properties of the Unsaturated -
element Any solution that
contain the can dissolve
Solute - the more solute at a
properties of the substance that
dissolves
original

substance

Element- a pure Homogeneous
substance that Mixture - a
cannot be mixture where
broken into the parts look
simpler parts the same and
cannot be
individually
identified

Compound - a Solution -
pure substance Homogeneous
with 2 or more mixture that
elements in remains

fixed ratio constantly and given
uniformly mixed temperature
and has particles
that are so small Supersaturated -
they cannot be Any solution that
seen with a contains more
microscope solute than a
saturated
Mixture - Concentration - Suspension - solution at the
A substance The number of Concentration same
made by mixing molecules or The number of temperature
other ions in a given molecules or
substances volume of a ions in a given
together substance volume of a
substance

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

Heterogeneous Homogeneous Element Compound

Mixture Mixture

Cereal Salt and water Oxygen Water

Pizza 14k gold Hydrogen Carbon dioxide

Salad Kool-aid Sulfur Salt

How are the examples for Heterogeneous and Homogeneous MIxtures
different?

Heterogeneous and Homogeneous are very different types of
mixtures. A Heterogeneous mixture is a type of mixture where you can see
the different parts that make up the mixture. For example, pizza, soup,
salad, and cereal are types of Heterogeneous mixtures. A Homogeneous
mixture is a type of mixture where you cannot see the parts of the mixture
because the solute dissolved in the solvent. For example, salt water, kool
aid, are different types of Homogeneous mixture. Heterogeneous and
Homogeneous mixtures are different types of mixtures.

How are Elements and Compounds similar and different?

Elements and Compounds are similar and different. Elements are the
most basic substance. Compounds on the other hand are made up of
elements and are larger. Both elements and compounds always appear the
same no matter when and where they are found. Water will always be
made up of 2 hydrogens and one oxygen, table salt will a be made up of
one sodium and one chlorine. Elements and Compounds are both similar
and different.

QUIZ: Classifying Matter

I. Directions: I​ dentify the following as either a Heterogeneous Mixture,
Homogeneous Mixture, Element or Compound. Write the following letters
in Column B for your choices:
A. Heterogeneous
B. Homogeneous
C. Element
D. Compound

Column A Column B

Salad A

Copper C

Lemonade B

Rocks, sand, gravel A

Salt Water B

Gold C

Sodium Chloride ​(NaCl) D

Air (Oxygen, nitrogen, carbon B
monoxide…)

K​2​SO4​ D
A
Twix, snickers, pretzels, popcorn in
a bag

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

appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 51

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 %)
Mixture A:
Large Rocks = 125g/241g x 100 = 52%
Small Rocks = 75g/ 241g x 100= 31%
Coarse Sand= 32g/241g x 100 = 13%
Iron = 9g/241g x 100 = 4%
Total = 125g + 75g + 32g + 9g
Total = 241g
Mixture B:
Large Rocks = 205g/389g x 100= 53 %
Small Rocks = 58g/389g x 100 = 15%
Coarse Sand= 97g/389g x 100 = 25 %
Iron = 29g/389g x 100 = 7%
Total = 205g + 58g + 97g + 29g
Total = 389g

Mixture A:
Mixture B:

Part III. Determine the Mass % of Elements in each Compound:
K​2​SO​4​ - Potassium Sulfate
(Show Math Here)

K (2) = 39 x 2 = 78/174 x 100 = 45%
S = 32 = 32/174 x 100 = 18%
O (4)= 16 x 4 =64/174 x 100 = 37%
+__________
Total= 174 amu

Na​3​PO4​ ​ - Sodium Phosphate
(Show Math Here)

Na (3) = 23 x 3 = 69/164 x 100 = 42%
P = 31 = 31/164 x 100 = 19%
O (4) = 16 x 4 = 64/164 x 100 = 39%
+____________
Total = 164 amu

Graphs:
K2​ ​SO​4

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

There is a big difference between mixtures and compounds. First, Mixtures
are a combination of substances that is random. For example, salad, pizza,
and soup stock are all mixtures. You will never have two salads with
exactly the exact amount of everything organized in the same way. For
example, the pie chart for mixture A can’t be made again with a different
mixture because all mixtures are randomly made.On the other hand,
compounds are combinations of elements that are organized the same all
the time. For example, water and salt are types of compounds. Whenever
you have water, each individual atom will be made up of two hydrogens
and one oxygen. The pie chart for sodium phosphate will always be the
same as long as it is sodium phosphate. That is how mixtures and
compounds are different using data.

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

We separated the salt from a sample of sand. First, we put a coffee
filter in a funnel and poured the sample of sand into the funnel. Then, we
poured a small portion water into the funnel and allowed the water to trickle
through. When we poured the water in the funnel, the solute/the salt,
dissolved into the solvent, which was the water, and passed through the
coffee filter along with the water. Then, we took 20 mL of the solution and
boiled it on a hot plate until all the water evaporated. During this process,
the sodium and chlorine ions in the water that were suspended in the
solvent. When the water evaporated, the ions dropped to the bottom
because they can’t evaporate, turning into Sodium Chloride. The remaining
substance is the salt that was in the sand. That’s how we separated the salt
from the sand.

Name: Eddy Chen Class: S3
QUIZ:​ Solubility and Naming Compounds

Part I.

Directions:​ Write the symbol of the element with the charge.

Formula Charge

1. Sodium Na +1

2. Neon Ne 0

3. Nitrate N -3

4. Chlorine Cl -1

5. Magnesium Mg +2

6. Silver Ag +1

7. Sulfur S -2

8. Phosphorus P -3

9. Aluminum Al +3

10. Calcium Ca +2

Part II.
Directions:​ Write the name for the compounds:

11. Na​3P​ O4​ Sodium Phosphate
12. Li​2(​ SO​4​) Lithium Sulfate
13. (NH​4​)2​ C​ O3​ Ammonium Carbonate
14. MgCl​2 Magnesium Chloride
15. Ca(NO​3)​ ​2 Calcium Nitrate
16. BeF2​ Beryllium Fluoride

Part III.
Directions:​ Write the chemical formula for the following compounds (Use
your ions):
17. Calcium carbonate
Ca+​ 2C​ O​3-​ 2
Ca(CO3​ )​

18. Ammonium phosphate
NH4​ +​ 1P​ O4​ -​ 3
(NH​4​)​3P​ O4​

19. Magnesium hydroxide
Mg+​ 2O​ H-​ 1
Mg(OH)​2

20. Potassium sulfate
K​+1S​ O​4-​ 2
K​2​SO4​

Part IV.
Directions:​ Determine the Mass % of Oxygen in ​Al​2(​ SO4​ ​)3​ ​ or AgNO​3