Grace Cox’s
Science Portfolio
2018
Scientific Discoveries Presentation
Scientific Method Scavenger Hunt
Please visit the following websites, read carefully and respond to the questions.
Website 1: h ttp://www.biology4kids.com/files/studies_scimethod.html
Questions:
1. What is the scientific method?
The scientific method is a process used by scientists to study the world around them.
2. What sample questions are given that science can answer?
“What is that?” and “Why do dogs and cats have hair?”.
3. How does science allow the world to “advance, evolve and grow?”
When a question is asked, scientists try and answer it as much as they can.
4. What is the difference between inductive and deductive reasoning?
Inductive reasoning moves from specific reasoning into a generalized conclusion, while a
deductive reasoning moves from a generalized reasoning to a more specific conclusion.
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?
You can change the amount of weight that is on the lever.
3. Conduct a simple experiment and discuss your basic results.
If you put 5lbs. on both sides of the lever and in the same place the lever will stay
balanced but if you move the weight mre closer to the middle on one side than the lever in going
to tilt the opposite way. The same will happen if you put more weight on the lever on only one
side.
4. What were your observations?
The more weight and far away from the center of the lever the weights are on the lever is
gonna tilt that way.
Website 3:h ttps://www.youtube.com/watch?v=OgS46ksAawk
Questions:
1. Describe her basic experiment.
What type of way is the best to see if an apple will rot with no oxygen.
2. What are the variables?
Burnt Candle, Carbon Dioxide and vinegar , and control.
3. Does she have Constants and a Control? Explain
Her control is with the oxygen still in the container. Her constants are that she is using
the same type of container for each variable. Another constant is that she is putting the same
types of apple in each container and she is covering all the containers with aluminum foil.
2. What were her results?
The carbon dioxide rotted the most in 7 hours and the control rotted the least.
Introduction to the Scientific Method
It's that time of the year where we learn a little bit about a means of discovery called the
scientific method. The following link contains a two minute video that introduces the scientific
method it's simplest form. Watch the video (and repeat if necessary) and answer the questions
that follow.
https://youtu.be/5UyEFWdmfpo
If the above link does not work, try this one:
https://drive.google.com/a/cheshire.k12.ct.us/file/d/0B-q_2tas3jzIbWRsU2o2S2VaVUU/view?us
p=sharing
1. What is the scientific method?
The scientific method is to find the process which is used in the experiment and
see if it it's different if change something different with the experiment.
2. In the example about hot chocolate, what was the problem or question being investigated?
The question that was being investigated was that if you put hot chocolate in
different mugs with mug would keep the hot chocolate the warmest in 15 minutes.
3. Explain how a possible solution to the problem was tested.
The guy took three different types of mugs and poured the same temperature
and amount of hot chocolate in each cup and then he waited 15 min and then checked
the temperature after those 15 minutes and found out that the styrofoam cup keep the
hot chocolate the hottest.
4. Why do you think it was important to use the same amount of hot chocolate in each mug?
Because if you had different amounts of hot chocolate in each mug that the
experiment would not be accurate.
QUIZ: 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
Will giving people caffeine make people more alert?
Hypothesis
If a player has more caffeine, than the player will be more alert than the other players without
caffeine.
Independent Variable 30 grams of caffeine No Caffeine
10 grams of caffeine 20 grams of caffeine
Dependent Variable
The score that the players got on the video game.
Constants (Pick 2) The video game that the players were
Same range of points on the game. playing.
Control
The people who weren't given caffeine.
Basic Procedures:
(List 5-8 steps)
1. Give everyone a bottle of the caffeine drink to drink.
2. Wait a half an hour until they get to play the game.
3. After they play the videogame, find out their scores and average them out.
4. Put them on a data table.
5. Repeat the process for each variable group
Data Table: (Place data table here)
Caffeine Amount Video Game
Score Average
10g. 700
20g. 800
30g. 990
No Caffeine 650
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. My
hypothesis was that if a player has more caffeine, than the player will be more alert than
the other players without caffeine. In this experiment Mr. Smither tested 100 people to
play a video game with 10g. of caffeine, 20g. of caffeine, 30g. of caffeine, and no grams
of caffeine. My hypothesis was correct and when the players had 30g. of caffeine they
had a better score than when they had the lower amounts of caffeine. The total
averaged score was 990/1000. When people had no caffeine they had the worst game
results with a total of 650/1000 points. Some improvements I could have made in my
experiment was to make sure everyone was eating the same food so that we could
make sure that it’s the caffeine that makes the players more alert. In conclusion, the
more caffeine you have, the more alert you will be.
Reflection
During the scientific method, I learned how to find the independent
and dependent variables in a experiment. I also learned how to find
the constants and control in experiments.
Density, Mixtures &
Phase Changes
Density Lab Report
Name: G race Cox
Class: S3
Teacher: Lopez
Date: 9-27-17
Investigation Title: Identify The Unknown Metals
I. Investigation Design
A. Problem Statement:
Identify?????? How do you use density to identify unknown metals.
B. Hypothesis:
If density is known then the unknown metals can be correctly identify, because every metal
has its own specific density.
C. Independent Variable: x
Levels of IV
Copper Tin Bronze Zinc Aluminum
D. Dependent Variable:y
Dencity
E. Constants:
Water Balance Procedure
F. Control:
Water
G. Materials: (List with numbers)
1. Balance
2. Water
3. Beaker
4. Pipette
H. Procedures: (List with numbers and details)
1. Fill the beaker to 50 grams of water
2. Balance the balance with a metal on it
3. After you find out the mass of the metal Take the metal off the balance
4. Drop the weight in the water
5. See the difference in the waters height
6. Record the data
7. Find the overall density of the metal
8. And then repeat with each metal
II. Data Collection
A. Qualitative Observations:
#1 Short bronze cylinder
#2 Short silver cylinder
#3 Brownish Cube
#4 Bronze Color Rectangular Prism
#5 Small Gray cylinder
#6 Long Silver Cylinder
#7 Short brown Rectangular Prism
#8 Short Silver Rectangular Prism
B. Quantitative Observations: (Key data)ko7hynmmmmmmmmmmm
1. Data Table
Volume Before Volume After Volume Object Density
Object Mass (g) (mL) (mL) (cm3) (g/cm3)
A 68 50 59 9 7.6
B 267 50 77 27 9.9
C 72 50 58 8 9
D 28.4 50 53 3 9.4
E 28.6 50 54 4 7.15
F 29.1 50 53 3 9.7
G 21.7 50 57 7 3.1
H 29 50 60 10 2.9
Unknown Volume Volume Volume Density
Objects Mass (g) Before After Object (g/cm3)
1 28.7 50 54 4 7.2
2 29 50 55 5 5.8
3 267 50 77 27 9.9
4 68.8 50 58 8 8.6
5 28.9
6 50 54 4 7.2
7 29
8 72.3 50 60 10 2.9
2. Graph
22 50 59 9 8
50 58 8 2.8
3.
Calculations
Show 3 Math Examples
Copper
D = m/v
D= 27 g
3 cm3
D = 9 g/cm3
1. D= 68.8g/58cm3
2. D= 28.9g/7.2cm3
3. D= 22g/2.8cm3
III. Data Analysis/Conclusion
The purpose of this experiment was to use the density to identify the unknown metals.
Our hypothesis is, if density is known then the unknown metals can be correctly identify,
because every metal has its own specific density. This hypothesis proved to be right with the
experiments that were done. The materials we used to conduct the experiment were, beakers,
pipettes, a triple beam balance, the metals, and water. We had eight types of metals that were
lettered A-H and another group numbered 1-8 that we found the density of. After finding the
density we found similar densities to see which metals were the same. Next we made a graph
showing the differences in density between all the metals. The metal with the most density was
the bronze (9.9g/cm3) and Brass came in second (9g/cm3 ) .Objects 1 & B were both cooper
because they had similar densities (7.1g/cm3 and 7.2g/cm3). The metal with the least density
was aluminum (2.9g/cm3 ) . In conclusion the hypothesis was correct because the experiment
was finished with the unknown metals identified.
Metals Density Day 1 Density Day 2 7.2
Copper 7.1 2.9
Aluminum 2.9 7.2
Zinc 7.1 8.6
Brass 9.4 9.9
Bronze 9.9 5.2
Tin 6.5 2.8
Aluminum 3.1
Copper 9 8
IV. Research and Applications
*How does Density relate to Plate Tectonics?
Density relates to Plate Tectonics by buoyancy. The force that is driving the plate tectonics to
move is buoyancy and buoyancy emerges from density differences. Plate tectonics is a theory
about the structure of the earth’s crust and how the earth is moving. Plate tectonics from the
earth. There are different plate tectonics that are moving all the time. The ocean plates are
different than the continental plates. Ocean plate tectonics are very thin, they are on average
only five to six miles thick. The continental plate tectonics are a lot thicker than ocean’s plate
tectonics, they are on average 19 miles deep.
Phase Changes Quiz Review * SH
Calculate Heat Energy:
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization
Data Table:
Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt. (C)
(cal/g) Pt. ( C) Vaporization Heat Energy
(cal/g) (cal/gC) (cal)
Water 65 g 80 0 100 540 1
Aluminum 65 g 95 660 2467 2500 0.21 193,340.
55
Gold 65 g 15 1063 2800 377 0.03
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
Heat = m * Hfusion
Heat = 65 g * 95 cal/g
Heat = 6175 calories
Heat = m * Change in Temperature * SH
Heat = 65 g * 1807 C * 0.21 cal/gC
Heat = 24,665.55 calories
Heat = m * Hvaporization
Heat = 65 g * 2500 cal/g
Heat = 162,500 calories
Total: 6175 + 24,665.55 + 162,500
Total = 193,340.55
1.93 X 105 calories
B. Gold
Heat = m * Hf usion
Heat = 65 * 15 cal/g
Heat = 975 calories
Heat = m * Change in Temperature * SH
Heat = 65 g * 1,737 C * 0.03 cal/gC
Heat = 3,387.15 calories
Heat = m * Hvaporization
Heat = 65g * 377 cal/g
Heat = 24,505 calories
Total: 975 + 3,387.15 + 24,505
Total= 28,867.15
2.89 X 104 calories
C. Water
Heat = m * Hf usion
Heat = 65 g * 80 cal/g
Heat = 5,200 calories
Heat = m * Change in Temperature * SH
Heat = 65g * 440 C * 1 cal/gC
Heat = 28,600 calories
Heat = m * Hvaporization
Heat = 65g * 540 cal/g
Heat = 35100
Total: 5200 + 28600 + 35100
Total = 68900 calories
6.89 x 104 calories
Graph your Results:
Questions:
1. How are the substances different?
The substances are different because each substance has a different
melting and boiling points, heat of fusions, specific heats, and heat energies.
These categories make the substances different.
2. What is the difference between Heat and Temperature?
The difference between Heat and Temperature is that heat is the total
energy of all the molecular motion inside that object. But temperature is a
measure of the average kinetic energy of the molecules in a material.
3. Place your Heat Energy results in Scientific Notation.
Aluminum - 1.93 X 105 calories
Gold - 2 .89 X 104 calories
Water - 3.51 X 104 calories
4. Why do metals have such low specific heats? How does this relate to Conductors?
Metal atoms in pure metal are very close together and are able to transfer heat
easily via conduction from one atom exciting the other atoms next to it. So the amount of
energy it takes to heat a metal is relatively small to that of water for example.
5. How are Heat and Temperature different for the following pictures of boiling
water? Explain: (Hint: Use the Heat equation)
Heat and temperature are different. In the heat equation, mass is always a change
factor for the heat. For example to find the heat of a solid you use the equation (Heat = m
* Hf usion). This equation needs the mass to dictate the heat of the water. The same goes
for the two equations to find the heat of the liquid (Heat = m * Change in Temperature *
SH) and gas (Heat = m * Hvaporization) . The ocean and a beaker are good examples to prove
this point. If the temperature of the ocean and the beaker are at 100 degrees C and
boiling, The ocean may be able to cook 100’s of lobsters while the beaker would be able
to cook one shrimp. This is because the mass of the water is different, therefore the heat
will be different as well.
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
Silver 37 g 26 961 2212 2356 0.057
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 = m * Hf usion
Heat = 37 g * 80 cal/g
Heat = 2960 calories
Heat = m * Change in Temperature * SH
Heat = 37 g * 100 C * 1 cal/gC
Heat = 3700 calories
Heat = m * Hvaporization
Heat = 37 g * 540 cal/g
Heat = 19980 calories
Heat = 2960 cal + 3700 cal + 19980 cal
Heat = 26640 calories
Scientific Notation:
2.66 X 104 calories
B. Silver
Heat = m * Hf usion
Heat = 37 g * 26 cal/g
Heat = 962 calories
Heat = m * Change in Temperature * SH
Heat = 37 g * 1251 C * 0.057 cal/gC
Heat = 2638.359 calories
Heat = m * Hvaporization
Heat = 37 g * 2356 cal/g
Heat = 87172 calories
Heat = 962 cal + 2638.359 cal + 87172 cal
Heat = 90772.359 calories
Scientific Notation:
9.07 X 104 calories
Graph your Results:
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. In the heat equation, mass is always a
change factor for the heat. For example to find the heat of a solid you use the
equation (Heat = m * Hf usion). This equation needs the mass to dictate the heat of
the water. The same goes for the two equations to find the heat of the liquid
(Heat = m * Change in Temperature * SH) and gas (Heat = m * Hvaporization) . The
ocean and a beaker are good examples to prove this point. If the temperature of
the ocean and the beaker are at 100 degrees C and boiling, The ocean may be
able to cook 100’s of lobsters while the beaker would be able to cook one shrimp.
This is because the mass of the water is different, therefore the heat will be
different as well.
2. How can you use the unit (cal/gC) to explain the difference between Water and Silver?
The unit (cal/gC) can show the difference of water and silver. They show the
difference in the specific heat of the substance. The difference of water and silver are
how water specific heat is l cal/gC and the specific heat of silver is 0.057 cal/gC. This
shows the difference of silver and water.
Mixture Project
Textbook: Chapter 15 (448-473)
Vocabulary
Directions: Write the definition and master the words on Vocab.com.
Include a screenshot on google drive 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
Substance- particular kind of matter with uniform properties.
Element- a part or aspect of something abstract, especially one that is essential or
characteristic.
Compound- a thing that is composed of two or more separate elements.
Mixture- a substance made by mixing other substances together.
Heterogeneous Mixture- non-uniform mixture of smaller constituent parts
Homogeneous Mixture- m ixture that is uniform in composition throughout.
Solution- h omogeneous mixture of two or more substances.
Concentration- t he relative amount of a given substance contained within a solution or
in a particular volume of space; the amount of solute per unit volume of solution.
Solubility- relative capability of being dissolved.
Atom- the basic unit of a chemical element.
Solute- the minor component in a solution, dissolved in the solvent.
Suspension- t he temporary prevention of something from continuing or being in force
or effect.
Solvent- a ble to dissolve other substances.
Unsaturated- a situation or state of affairs that does not change.
Supersaturated- i ncrease the concentration of (a solution) beyond saturation point.
2. Classification of Matter
*Provide Examples of each form of matter. Include a picture.
Heterogeneous Homogeneous Element Compound
Mixture Mixture
Chocolate Chip Orange Juice Hydrogen Salt
Cookies
Oatmeal Chocolate Chlorine Water
Fruit Salad Milkshake/Smoothie Neon Chloride
Cereal & Milk Coffee Oxygen Sodium
Pizza Hot Chocolate Helium Carbon Dioxide
Critical Thinking:
● How are the examples for Heterogeneous and Homogeneous
MIxtures different?
The examples for the Heterogeneous and Homogeneous
Mixtures are different because the Heterogeneous mixtures are
mixtures that you can see the different substances separately. While
in the Homogeneous Mixtures everything looks like it's one thing and
you can’t see the different substances inside.
● How are Elements and Compounds similar and different?
The examples of Elements and Compounds are different
because Elements are gases, while Compounds are liquid and solid
substances.
Candy Project
Catagories Mass (g)
Skittles 16
Pretzel M&M's 15
M&M's 22.9
Marshmallows 6.5
Marshmallows:
360 * 0.108 = 38.88
Skittles:
360 * 0.265 = 95.4
Pretzel M&M’s:
360 * 0.248 = 89.28
M&M’s:
360 * 0.379 = 136.44
Rock Project
Data Table:
Types of Rocks Weight (g)
Large 369.8
Medium 14.5
Small 39.6
Tiny 4
Graph:
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 monoxide…) B
K2SO4 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 %)
Mixture A:
Large Rocks = 125/241 = 0.52 = 52%
Mixture B:
Large Rocks = 205/389 = 0.53 = 53%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2 S O4 - Potassium Sulfate
(Show Math Here)
K(2)39 = 78/174 = 0.45 = 45%
S = 32/174 = 0.18 = 18%
O(4)16 = 64/174 = 0.37 = 37%
Na3P O4 - Sodium Phosphate
(Show Math Here)
Na(3)23 = 69/164 = 0.42 = 42%
P = 31/164 = 0.19 = 19%
O(4)16 = 64/164 = 0.39 = 39%
Graphs:
K2SO4
Na3PO4
IV. Conclusion:
1. Explain the difference between Mixtures and Compounds using data. Compare the pie
charts.
The difference between Mixtures and Compounds is that Compounds are made
by combining 2 or more different elements chemically. Mixtures on the other hand are
made by combining 2 or more different elements physically. Both pie charts are fairly
similar. In the Potassium Sulfate pie chart the largest amount of an element was the
Potassium (45%), while in the Sodium Phosphate pie chart the largest amount of
element was Sodium (42%). The smallest element in the Potassium Sulfate chart was
Sulfur (18%), and the smallest element in the Sodium Phosphate chart was
Phosphorus (19%).
2. E xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
You separate salt from sand by using a Hero's Engine, a Coffee filter, a boiler
plate, and a beaker. You put the coffee filter in the Hero’s Engine and put the water and
the salt sand into the coffee filter and you wait for all the water to be in the beaker
below. Once this happens you put the beaker on a boiling plate and you wait until the
water has evaporated into the air, and when this happens the salt will be left behind in
the beaker. This is how you separate salt from sand.
Solubility
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 Insoluble 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 NAME ION NAME
ION Iron (III) Sn+4 Tin (IV)
Fe+ 3 Iron (II) Sn+ 2 Tin (II)
Fe+2 Copper (II) Pb+4 Lead (IV)
Cu+ 2 Copper (I) Pb+2 Lead (II)
Cu+ Cobalt (III) Hg+2 Mercury (II)
Co+3 Cobalt (II) Hg2+ 2 Mercury (I)
Co+ 2
NAME ION NAME
Polyatomic Ions Ammonium CO3- 2 Carbonate
ION HCO3 - 1 Hydrogen carbonate
NH4 +1 Nitrite ClO-1 Hypochlorite
NO2-1 Nitrate ClO2 -1 Chlorite
NO3-1 Sulfite ClO3-1 Chlorate
SO3-2 Sulfate ClO4 -1 Perchlorate
SO4 - 2 Hydrogen sulfate C2 H3O2-1 Acetate
HSO4- 1 Hydroxide MnO4-1 Permanganate
OH- 1 Cyanide Cr2 O 7 - 2 Dichromate
CN-1 Phosphate CrO4-2 Chromate
PO4-3 Hydrogen phosphate O2- 2 Peroxide
HPO4- 2 Dihydrogen
phosphate
H2 PO4-1
QUIZ: Solubility and Naming Compounds
Part I. Charge
Directions: Write the symbol of the element with the charge. +1
0
Formula -3
-1
1. Sodium NA +2
+1
2. Neon Ne -2
-3
3. Nitrate N +3
+2
4. Chlorine Cl
5. Magnesium Mg
6. Silver Ag
7. Sulfur S
8. Phosphorus P
9. Aluminum Al
10. Calcium Ca
Part II.
Directions: Write the name for the compounds:
11. Na3 P O4 Sodium Phosphate
12. Li2 (SO4) Lithium Sulfate
13. (NH4 ) 2 C O3 Ammonium Carbonate
14. MgCl2 Magnesium Chlorine
15. Ca(NO3)2 Calcium Nitrate
16. BeF2 Beryllium Fluoride
Part III.
Directions: Write the chemical formula for the following compounds (Use your ions):
17. Calcium carbonate
Ca2( CO3) 2
18. Ammonium phosphate
(NH4) 3 PO4
19. Magnesium hydroxide
Mg (OH)2
20. Potassium sulfate
K2 SO4
Part IV.
Directions: Determine the Mass % of Oxygen in Al2(SO4)3 or AgNO3
Atomic Mass: Al (27) S (32) O (16) Ag (108) N (14)
AgNO3
Ag = 108/138 = 78
O = 16/138 = 12
N = 14/138 = 10
The Mass % of Oxygen is 12%
Part V.
Directions: Write an essay about the graph below. Use data!
Vocabulary: Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams,
solubility, chemical formula
The point is supersaturated because it is above the line and it’s 70g. To get the
point to saturated you will have to rise the temperature to 38 degrees celsius. To
make the compound unsaturated you will have to have the temperature rise
above 38 degrees celsius.
History of the Atom
John Dalton
❖ In 1803 Dalton discovered what is now known as
Dalton's Law of Partial Pressures.
❖ Dalton created the first chart of atomic weights in
1803.
❖ In 1832 he accepted an honorary Doctorate of Science
degree from the prestigious Oxford University.
❖ He created the atomic model in the early 1800s and
stated “All matter consists of tiny indivisible particles”
❖ His theory wasn’t believed at first, but scientists started to understand his
theory.
J.J Thomson
❖ Thomson discovered the electron, that electrons are
smaller than atoms, and atoms contain electrons.
❖ Discovered electrons aren't completely indivisible.
❖ To find this out he used a cathode ray. He concluded that
cathode rays must be made up of negatively charged
stuff. Also that the hydrogen atom (smallest atom) is 1,000
times larger than the particles that make up the cathode
ray.
❖ Concluded that Atoms have tiny negatively charged
particles inside them called electrons.
❖ Thomson later created a model that he called “Plum-Pudding Atom”
Ernest Rutherford
❖ 1911, he proposed what is known as the Planetary
Model of the Atom that showed the structure of the
Atom
❖ The model showed the atom to have a tiny, dense,
positively charged center called a nucleus
Niels Bohr
❖ Best known for his important contributions to the
Quantum Theory
❖ He had Nobel Prize winning research on the structure
of Atoms
❖ His greatest contribution to modern physics was the
Atomic Model that shows that the Atom is a small,
positively charged nucleus that is surrounded by
orbiting electrons.
Structure of the Atom
Nucleus
❖ The central and most important part of a Atom forming the basis for its
activity and growth.It is the positively charged central core of an atom,
consisting of protons and neutrons and containing nearly all the atoms mass.
Protons
❖ A particle that is contained in the nucleus, with a positive electric charge equal
in magnitude to that of an electron, but of opposite sign.
Neutrons
❖ Another particle that is also contained in the nucleus but unlike the protons,
they don’t have an electric charge.
Electrons
❖ A stable subatomic particle with a charge of negative electricity, found in all
atoms and acting as the primary carrier of electricity in solids.
Atomic Mass
❖ The mass of an atom of a chemical element expressed in atomic mass units. It
is approximately the same to the number of protons and neutrons in the
atom.
Charge
❖ Atoms consist of electrons surrounding a nucleus that contains protons and
neutrons. Neutrons are neutral, but protons and electrons are electrically
charged. Protons have a relative charge of +1, while electrons have a relative
charge of-1. The number of protons in an atom is called its atomic number.
Valence Electrons
❖ Valence Electrons are an outer shell that is associated with an atom,
and that can participate in the formation of a chemical bond if the outer
shell is not closed.
What is the difference between Sodium
Chloride and Magnesium Chloride?
There are many differences between Sodium Chloride and
Magnesium Chloride. One of the main differences is that Sodium
Chloride contains Sodium and Magnesium Chloride contains
Magnesium. I used the models to find some other differences. One
of the differences I found was that in Sodium Chloride there is only
1 Chlorine atom, while in Magnesium Chloride there are 2 Chlorine
atoms. Another difference that you can see by the models is the
amount of electrons that are given to the Chlorine atoms. In
Sodium Chloride, Sodium has only extra electron to give to a
Chlorine. Magnesium Chloride on the other hand has 2 extra
electrons that it has to give away. Those are some differences
between Sodium Chloride and Magnesium Chloride.
Isotopes
What are Isotopes?
When an atom is missing a neutron or has an extra neutron.
What are Isotopes used for?
Isotopes can be used to give a record of climate change and
they are also commonly used in medical imaging and cancer
treatment.
Examples:
Families of the Periodic Table
Dmitri Mendeleev:
❖ Early Life:
➢ Born in Tobolsk, Russia, on February 8, 1834
➢ Went to the Main Pedagogical Institute in St. Petersburg, and graduated
in 1855
➢ Taught in Simferopol and Odessa (Russian Cities)
➢ Went back to St. Petersburg to earn a master's degree
➢ Went to study abroad for two years at the University of Heidelberg
➢ Passed away in St. Petersburg, Russia, on February 2, 1907.
❖ Periodic Law
➢ 1889-- He created "The Periodic Law of the Chemical Elements." it’s now
known as the periodic table of elements and its still used today.
➢ 1869-- Dmitri Mendeleev and Lothar Meyer came up with their own
periodic law "when the elements are arranged in order of increasing
atomic mass, certain sets of properties recur periodically."
Element Families
❖ Alkali Metals
➢ Very reactive, electropositive, monovalent metals forming strongly
alkaline hydroxides
➢ Group IA (1) of the periodic table (Lithium, Sodium, Potassium, Rubidium,
Cesium, and Francium)
❖ Alkaline Earth Metals
➢ Reactive, electropositive, divalent metals, and form basic oxides that
react with water to form comparatively insoluble hydroxides
➢ Group IIA (2) of the periodic table (Beryllium, Magnesium, Calcium,
Strontium, Barium, and Radium)
❖ Halogens
➢ Reactive nonmetallic elements that form strongly acidic compounds
with hydrogen, from which simple salts can be made
➢ Group VIIA (17) of the periodic table (Fluorine, Chlorine, Bromine, Iodine,
and Astatine)
❖ Noble Gases
➢ Were long believed to be totally unreactive but compounds of xenon,
krypton, and radon are now known
➢ Group 0 (18) of the periodic table (Helium, Neon, Argon, Krypton, Xenon,
and Radon)
Trends:
There are many trends in this graph. The three highest points on the graph are the
atomic numbers 2, 10, and 18. These numbers are all in the Noble Gases column. The
Alkali numbers, 3, 11, and 19 are the lowest numbers on this graph. This data shows
that the Noble Gases have the most energy because they don’t want to lose any
electrons since they already have the amount of electron that they need. Halogens
don’t want to lose any electrons since they actually need one more. Alkaline Earth
Metals don’t have much Ionization Energy because they want to get rid of 2
electrons. These are the visible trends from the chart above.
Trends:
This graph has many trends. The three highest points on the graph are the atomic
numbers 3, 11, and 9. These numbers are Lithium, Sodium, and Potassium and they
are all Alkali Metals. Three of the lowest points on the graph are all Noble Gases. They
are Helium, Neon, and Argon. These trends show that the types of families in the
periodic table have alike reactions and traits.
2017 was the 3rd Hottest Year since 1880!!!
The N ational Aeronautics and Space Administration(N ASA) and the National
Oceanographic and Atmospheric Administration(NOAA) released a report on
January 18, 2018. The report stated that 2017 was one of the top 3 hottest
years since 1880. 2015 was ranked the 2nd hottest year since 1880. Lastly, 2016
is still ranked the hottest year since 1880. In 1880 NASA and NOAA started to
record the years highest temperatures. It was predicted by the World
Meteorological Organization(WMO) that 2017 was going to beat 2015’s high
temperatures but they didn’t quite get there. The 2017’s global average
temperature was 1.51 degrees Fahrenheit which is well above the overall past
years average.
Global temperature data for 2017, in degrees Fahrenheit. Higher-than-normal
temperatures are shown in red, and lower-than-normal temperatures are shown in blue.
Credit: NASA's Scientific Visualization Studio
Citation:
Weisberger, Mindy. “Scorcher! 2017 Ranked Among Three Hottest Years
Ever.”L iveScience, Purch, 18 Jan. 2018,
www.livescience.com/61465-2017-global-temperatures.html.
Atomic Structure & Periodic Table Quiz Essay
In this chemical reaction with Sodium Chloride and Lithium
Phosphide, I made Sodium Phosphate and Lithium Chloride. I
balanced out the equation to become 3NaCl + Li3P → Na3 P +
3LiCl. I used the equation to draw the Electron Dot Structures.
I used the Periodic Table to find the charges of the elements
and by knowing the charges and the elements Atomic
Numbers I could easily draw the structures/models of the
Atoms. The Electrons on the molecules showed the amount of
Electric Charge that the molecules and Atom needs. The
Valence Electrons of the molecules were important to the
Chemical Reaction because it gave more data on how to do
the Electron Dot Structure. My steps for getting the Chemical
Reaction 3 NaCl + Li3P → Na3 P + 3LiCl, was that I wrote out the
unbalanced reaction and then i balanced it and then I used
the balanced reaction to draw the models. This is how I found
the Chemical Reaction 3 NaCl + Li3 P → Na3P + 3LiCl to Sodium
Chloride and Lithium Phosphide. The reason that the
compound L i3P has 3 Lithiums is because each Lithium has one
Valence Electron to give away and Phosphorus needs 3 so
there will be 3 Lithiums that give away at total of 3 electrons
so all of the shells will be filled.
QUIZ: Isotopes
Name: Grace Date: 2/6/18
Directions construct a graph that will help you determine the age of fossils.
Isotope A
Years Percent Isotope
0 100
5730 50
11,460 25
17,190 12.5
22,920 6.25
28,650 3.125
34,380 1.06
40,110 .5
45,840 .25
51,570 .125
57,300 0
Hint: Remember to add gridlines
Graph:
Questions: (Use your graph above to answer the questions below)
1. How old is the following fossil?
Fossil A - 73% of Isotope A remaining
Fossil A is 2000 years old
2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining
Fossil B is 11800 years old
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
Isotope A has 85% of the fossil left
Average Atomic Mass Calculations
1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969
amu) and 24.47 percent 37Cl (mass = 36.966 amu). Calculate the average atomic mass
of chlorine.
35Cl: .7553(34.969) = 26.41
37Cl: .2447(36.966) =9.05
26.41 + 9.05 =35.4
Average Atomic Mass of Chlorine: 35.4%
2. Calculate the atomic mass of silicon. The three silicon isotopes have atomic masses and
relative abundances of 27.9769 amu (92.2297%), 28.9765 amu (4.6832%) and 29.9738
amu (3.0872%).
27Si: 27.9769(0.922297) = 25.8030109393
28Si: 28.9765(0.046832) = 1.357027448
29Si: 29.9738(0.030872)= 0.9253511536
25.8030109393 + 1.357027448 + 0.9253511536 = 28.0853895409
Atomic Mass of Silicon: 28.1%
Writing:
Use one of the examples above to discuss how you determine the number of neutrons for each
isotope. You also need to discuss how the %abundance contributed to the Average Atomic
Mass of the element. (HINT: Think of the M&M Lab!)
To find the number of neutrons in a silicon isotope there are a few steps. First you find
the atomic number which is 14 and you subtract that from the mass of the isotope. The atomic
mass of silicon is 28.08 amu. The equation will look like; 28.08 - 14 = 14.08 amu. We also did
this during the m&m lab. There were a few steps to determine the average atomic mass. In the
m&m lab, we found the individual average masses of the isotopes; Plain m&m mass: 33.1 ÷ 38
= 8.7g . Caramel m&m mass: 12.5 ÷ 5 = 2.5g. Peanut m&m mass: 11.4 ÷ 5 = 2.28g. Then we
multiplied each result by its percent of abundance and added them all together to find the
average atomic mass of 118.9 amu. In the silicon there were 3 different isotopes, different
amounts of neutrons, but still with the same amount of protons. Si-27 has an atomic mass of
27.9769 amu, meaning there are 13 neutrons in the nucleus of this isotope. Si-28 has an atomic
mass of 28.9765 amu, meaning there are 14 neutrons in the nucleus. Lastly, Si-29 has an
atomic mass of 29.9738 amu, meaning there are 15 neutrons in the nucleus. In order to
calculate the average atomic mass of an element, the isotopes of the element must be taken
into consideration. The atomic mass shown on the Periodic Table of Elements is representing
an average of the atomic masses and abundances of the element’s isotopes. In this example,
Si-27 has an atomic mass of 27.9769 and a relative abundance of 92.2297%. Therefore,
27.9769 X 0.922297 determines the mass percentage of Si-27: 25.8%. Secondly, Si-28 has an
atomic mass of 28.9765 and a relative abundance of 4.6832%, making the mass percentage
1.36%. Lastly, Si-29 has an atomic mass of 29.9738 and a relative abundance of 3.0872%,
making the mass percentage 0.925%. By adding 25.8030109393, 1.357027448, and
0.9253511536, the average atomic mass of Silicon, 28.085 amu, can be determined. In
conclusion, the percent of abundance contributes to the average atomic mass of an element
because some isotopes occur more frequently than others, and it is important to know whether
the average atomic mass of the isotope occurs rarely or more often for accurate results.
Velocity Story
Name: A lissa Candal, Claudia Gudelski, and Grace Cox
Date: 2 /12/18
Directions: Work in a group to tell a story of a classmate in motion. You must include 3 turns
(change in direction) and 3 different velocities. Your story must also have an amount of time
where the classmate does not move. What did the person do when they stopped? Where were
they going?
Time - x Distance - y
Data Table:
Example: Velocity = Distance/Time
V = 12 m/3 sec
V = 4 m/sec.
Description Distance (m) Time (sec.) Velocity (m/s)
To the staircase 1.875
Up the first staircase 7.5 4 1.33
To the second staircase 1
Up second staircase 43 1.25
Gets her brother 0
Down second staircase 22 1.25
To the first staircase 1.67
Down first staircase 3.75 3 1.33
To fire exit 4.25
04
Graph:
is Time; y 3.75 3
Distance)
53
43
4.25 1
(X-axis
axis is
Story:
On a bleak and boring February day, rather close to Valentine’s Day, the teachers
lounge unexpectedly bursts into flames and it was spreading fast. Grace knew what she had to
do. She dropped her books, taking notice that she was right by the staircase. She ran towards it,
covering 7.5 meters in 4 seconds, at a velocity of 1.875 meters per second. She went up the 4
meter long first staircase in 3 seconds at a velocity of 1.33 meters per second, dodging flames
and bursts of embers. She rounded the corner quickly to the second staircase at a rate of 1
meter per second, and sprinted to the top at 1.25 meters per second. She located her brother in
the crowd of children, and while not covering any ground, she took his arm in the 4 seconds it
took to find him, at a velocity of 0. She ran down the second staircase once more at 1.25 meters
per second, rounded the corner once more at a rate of 1.67 m/s, and ran down the first
staircase again at 1.33 meters per second. Grace then hastily led her brother to the emergency
exit at a speed of 4.25 meters per second. After she got the door open, the children flooded
outside to safety. Grace had saved the day!
Velocity Project 2018
Due: Wednesday night February 21,2018
Vocabulary:
Motion: t he action or Speed: t he rate at which Position: a place where
process of moving or someone or something is someone or something is
being moved. able to move or operate. located or has been put.
Distance: a n amount of Acceleration: a vehicle's Terminal Velocity: t he
space between two capacity to gain speed constant speed that a
things or people. within a short time. freely falling object
eventually reaches when
the resistance of the
medium through which it
is falling prevents further
acceleration.
Time: a point of time as Initial Velocity: is the
measured in hours and velocity of the object
minutes past midnight or before acceleration Displacement: the moving
noon. causes a change. of something from its
place or position.
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Grace Cox (Class of 2022) - Blue Science Portfolio #3
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