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Published by oliviakferraro, 2018-06-06 14:39:27

Blue Science Portfolio (1)

Blue Science Portfolio (1)

S​ cience Portfolio

1. Scientific Discoveries Presentation✔36. Velocity Project 2018✔

2. Scientific Method reading practice✔ 37. Acceleration Conclusion✔

3. QUIZ: Scientific Method✔

4. TEST REVIEW: Scientific Method✔ 38. Acceleration data table✔

5. Measurements✔ 39. QUIZ: Motion✔

6. Joules✔ 40. Quiz Review2✔

7. Joules Practice✔ 41. Quiz: Review: GPE✔

8. Metric Practice✔ 42. GPE Project✔

9. Metric Measurements✔ 43. Simple Machines✔

10. Density Study Guide✔ 44. QUIZ #1: Inclined Planes✔

11. Density Lab Report✔ 45. QUIZ #2: Inclined Planes✔

12. Density Quiz✔ 46. Thermal((heat) Energy Project✔

13. Scientific Reflection✔ 47. Specific Heat Lab✔

14. Paper Towel Absorption Group Experiment✔48. Electricity Science Paragraph

15. Phase Change of Water Activity✔ 49. Parallel vs. Series Circuit PhEt

16. Phase Changes Review✔

17. Phase Changes Quiz ✔

18. Mixture Project ✔

19. QUIZ: Solubility and Naming Compounds✔

20. Solubility Graphing Problems✔

21. Solving Compounds✔

22. Classification of Matter✔

23. Quiz Review: Classification of Matter✔

24. QUIZ: Classifying Matter✔

25. Periodic Table Study Guide✔

26. Periodic Table & Compounds Quiz✔

27. Chemical Demos 2015✔

28. Law of Conservation of Mass✔

29. Law of Conservation of Mass Presentation

30. Chemistry Test 2017✔

31. Atomic Structure Organizer✔

32. Build an Atom✔

33. Atomic Structure Project✔

34. Atomic Compound Organizer✔

35. Isotope Quiz Review✔

36. Isotope Quiz✔

37. Isotope Poster: Age of Fossils✔

38. Velocity Story✔



Scientific Method Reading Practice

Reading #1: S​ cientific 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 tennis balls

What is the dependent variable in the experiment?
The height

According to the passage, what was their hypothesis?
If the tennis balls are dropped from 15 meters in the air then the X ball will bounce the
highest.

Name three constants involved in the experiment.
1. X tennis ball
2. Y tennis ball
3. Z tennis ball

Reading #2: P​ erfect 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?
Type of soil

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

3. What was the hypothesis that Alberta, Megan, and Tom came up with in their experiment?
If the group uses the best suited soil for growing pumpkins then the group will win the state
fair.

4. What are three constants in this experiment?
1. Same type of seeds
2. Same amount of sunlight
3. Same amount of water

Quiz:

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 tennis balls

What is the dependent variable in the experiment?
The height

According to the passage, what was their hypothesis?
If the tennis balls are dropped from 15 meters in the air then the X ball will bounce the
highest.

Name three constants involved in the experiment.

1. X tennis ball
2. Y tennis ball
3. Z tennis ball

Reading #2: P​ erfect 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?
Type of soil

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

3. What was the hypothesis that Alberta, Megan, and Tom came up with in their experiment?
If the group uses the best suited soil for growing pumpkins then the group will win the state
fair.

4. What are three constants in this experiment?

1. Same type of seeds
2. Same amount of sunlight
3. Same amount of water

TEST REVIEW
If the density of water is 1 gram/cm3, this means that the mass of 100 cm3 of water should be

M = 100 g/cm3

Wood floats in water. If you measured the mass of the same volume of wood and water
The density of hot an cold water are different mainly because:
It’s different because the hot and cold water determine if the wood floats or sinks. The
mass and volume would determine density in numbers, not if it can float or sink.

Calculate the density of sulfuric acid if 35.4 mL of the acid is 65.14 g.
D = 1.84 g/cm3 is the density of sulfuric

The density of silver is 10.49 g/cm3. If a sample of pure silver has a volume of 27 cm3, what
would be its mass?
M = 6.68g/cm3 is the mass of silver

A student finds a rock on the way to school. In the laboratory he determines that the volume of
the rock is 34.5 cm3, and the mass is 48.3 g. What is the density of the rock?
D = 1.4g/cm3 is the density of the rock

A scientist conducted an experiment to determine how the amount of salt in a body of water
affects the number of plants that can live in the water. In this experiment the dependent variable
is n​ umber of plants​.

In an experiment, the one variable that is changed by the experimenter is called the
independent variable​.

A scientist who wants to study the effects of fertilizer on plants sets up an experiment. Plant A
gets no fertilizer, Plant B gets 5 mg. of fertilizer each day, and Plant C gets 10mg. of fertilizer
each day. Which plant is the control group.
The plant that gets no fertilizer.

Homer notices that his shower is covered in a strange green slime. Homer decides to spray half
of the shower with coconut juice thinking this will kill the slime. He sprays the other half of the
shower with water. After 3 days of "treatment" the green slime on the coconut juice side of the
shower dies. The dependent variable in his experiment is ​the amount of slime left on the
shower​.

A scientist plants two rows of corn for experimentation. She puts fertilizer on row 1 but does not
put fertilizer on row 2. Both rows receive the same amount of water and light intensity. She
checks the growth of the corn over the course of 5 months. What is a constant in this
experiment.
Type of corn.

Measurements

Joules 

 

Heat fusion(hf): 333.55 ​j​/g​ ​ Heat vapor(hf): 2257 ​j​/g​  
Solid: 2.05​j/​ g​ ​* K  It takes 2.05 Joules to  

Liquid: 4.178​j/​ g​ ​* K warm 1 gram of Kelvin 

Vapor:1.89j​ ​/g​ *​ K 
 

How much heat does it take to warm up ice by 10°? 

Ex:  

-10° ice ---- 110° vapor 

-10° ice ---- 0° ice: 2.05j​ ​/​g K​ * 200g * 10°C = 400 joules 

0° ice ---- 0° water = 335.55j​ ​/​g ​ * 200g  = 67110 joules  

0° water---- 100° water = 4.178j​ ​/​g​ * 200g * 100°C = 83560 joules 

100° vapor----110° vapor = 1.89​j​/g​ ​ * 200g * 10 = 3780 joules 

100° water----100°vapor = 2257​j​/g​ ​ * 200g = 451400 joules  

4100 + 67110 + 83560 + 3780 + 451400  = 609,950 joules 

 

108g of H​2​O 

A. Melt Heat of fusion: 333.6​j/​ ​k  
Heat = m * hf Specific heat of Water: 4.198​j​/k​ ​ °C 
? = 108 * 330.6 ​j/​ k​ Heat of vaporization: 2257 ​j​/k​  
? = 35,964  
 
B. Mp to BP 
Heat = m * △T * SH 
? = 108g * 100°C * 4.178​j​/​k 
? = 45,122.4 joules 
 
C. Evaporate  
Heat = m * he 
? = 108g * 2257 joules  
? = 243,756 
 



Metric Measurement

1. Research the history of the Metric System.
Gabriel Mouton was thought to have proposed the idea of the Metric System. The Metric system
is a decimal measuring system used for liters, meters, capacity, weight, mass and grams.

2. What are the Base Units for Length, Mass, Volume and Temperature?
Decimals.

3. Why is the Metric System easier to use?
It’s easier because its a decimal system which is easier to convert between units.

4. Measure the Length and Width of your desk in m, cm, and mm. Construct a Data Table
to record the information.

DESK

Length Width Area

Millimeters 1370 mm 0.61 mm 835700 mm

Centimeters 137 cm 61. cm 8357 cm

Meter 1.37 m 610 m 0.8357 m

5. What is the area of your desk in square cm? Include in the data table.
On the Graph.

6. Measure the height of 3 classmates in meters. Record on a data table.

Olivia Height of kids
Emma 1.56 m
Beth 1.62 m
1.60 m

7. What is the area of a cabinet door in square cm?
L = 73 cm W = 45 cm

8. How many km is it from NY to LA? How many meters?
4,492.9 kilometers. 44.929 meters.

9. How many km from the Earth to the Sun? How many meters?
149.6 million kilometers.

10. What is the length of 3 objects of your choice in the classroom?
A calculator is 5 inches. A pencil case is 7 inches. A chair back is 4.7 inches.

11. How many meters long was the Titanic? How many kilometers?

269 meters. 0.269 kilometers 

Density ​Study Guide 

Dependent variable:​ It depends on the IV, the answer 
Independent variable:​ It doesn't depend on anything 
Mass:​ The size, something with no shape(k,h,d,m,dm,cm,mm).  
Density:​ less dense will float, more dense will sink. Ex: plate 
tectonics. Less dense will rise, the more dense plate will sink.  
Calculations:​ D: m/v M: d×v V: d/m (Ex: A​ n unknown substance from 

planet X has a density of 10 g/mL. It occupies a volume of 80 mL. What is the mass of 

this unknown substance? D​ : m/v D: 10g/80 mL D: 800 g/mL) 
Hypothesis:​ An educated guess based on the evidence provided in 
the experiment that will bring you to your final answer.  
Control: I​ ts the part of the experiment that hasn't been touched. 
(EX: If the experiment is on if fertilizer is given to plant a, and a 
different fertilizer is given to plant b. Than the plant that just has 
plain soil and hasn't had anything special is the control.)  
Constants: ​It's the extra information in the experiment. Or it is the 
piece of information that creates the independent variable.  
Metric system: ​Its the units of length, weight, and mass. (Ex: Kilo, 
hecto, deka, meter, deci, centi, milli meter.)  
Volume: ​The amount of space an object takes up.  
Data table:  

X Time(min) Temp.(C)

00

0.5 4

14

1.5 5

2 5

Graph: 

Class: Science 2

Teacher: Mr. Lopez
Date: 9/28/17

Investigation Title: Density Lab Report

I. Investigation Design
A. Problem Statement:
How do you use density to find an unknown metal.

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

C. Independent Variable: x
Levels of IV

Copper Tin Bronze Brass Zinc Aluminum

D. Dependent Variable:y
Density, Amount of water displaced, and the weight of the metals.

E. Constants: 3 beam balance Amount of Water
Graduated Cylinder

F. Control:
Water

G. Materials: (List with numbers)
1. Water
2. Graduated cylinder
3. Types of metal objects
4. 3 beam balance
5. The other(wider & shorter) cylinder

H. Procedures: (List with numbers and details)
1. Choose the units you are going to measure with.
2. Record the volume with no object inside of the graduated cylinder.
3. Record the mass of the object with the 3 beam balance.
4. Put the object in the water.
5. Record the volume in the graduated cylinder with the object inside.
6. Subtract the ending object with the beginning volume, and then that will tell you the volume of the
metal sample.
7. Finally divide the mass by the volume of the object and then you will be able to find the density.

II. Data Collection
A. Qualitative Observations:

Some of them were heavier, more solid, harder.
Some of the metals like Tin and Bronze were heavier than others. All of the samples were in many
shapes and sizes, like cubes, rectangular prisms, and cones. I felt like Tin and Aluminum #1 were the
heaviest, while Copper and Aluminum #2 were the lightest.

B​ . Quantitative Observations: (Key data)​Purpose, Hypothesis, Was it Correct? IV, DV, DATA(# from
the Lab

1. Data Table

Metal Density Day 1 Density Day 2
Copper 7.5 7.15
Tin
Bronze 8.89 7.25
Brass 9 9.21
Zinc
Aluminum 9.5 8.55
Copper 7.25 7.25
Aluminum
7.2 9.02
2. Graph 1.76 1.76
2.41 2.73



3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3
D = 9 g/cm3​

____________________________________________________________________________________________________________________________

Bronze

D = m/v

D = 72 g/ 8 cm​3

D = 9 g/cm3​

______________________________________________________________________________
Brass
D = m/v
D = 28.5 g/ 3 cm​3
D = 9.5 g/cm3​
______________________________________________________________________________
Copper
D = m/v
D = 72.2 g/ 8 cm​3
D = 9.02 g/cm3​

III. Data Analysis/Conclusion(P​ urpose, Hypothesis, Was it Correct? IV, DV, DATA(# from the Lab)​

How do you use density to find an unknown metal? Our hypothesis was correct, my group predicted that if
density is known, then the metal can be identified. The purpose of this lab was to find density in different types
of metals. Throughout the procedure, we used water, graduated cylinders, types of metals, 3 beam balance, and
a glass cup to hold the water provided. First, we determined the units we would be measuring with. Then we
recorded the volume with no metal in the graduated cylinder and recorded the mass with the 3 beam balance.
Then we put the metal in the cylinder and recorded the new volume. This allowed us to determine the density.
The hypothesis is true because the metals could be identified based on the density we calculated. For example
one of the mystery metals we measured the density and on day 1 it was calculated to 2.41g/cm​3​. On day 2 it was
calculated to 2.7​3.​ According to Google, the density of Aluminum is 2.70 g/cm3​ ​ which is very close to 2.73g/cm3,
therefore this metal must be aluminum. So in conclusion, if the density is known then the metal can be
identified.

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

If there's a ball of steel placed in the water, it's going to sink because it's more dense than the water. If
there's a ball of air placed in the water, it's going to float because it's less dense than the water. This
example is similar to plate tectonics because if 2 plates crash into each other, then the more dense one
will go under, while the less dense one will rise to the top because it's less dense than all of its
surroundings. Temperature also affects the density and plate tectonics. Warmer areas are less dense, so
they rise. Colder areas are more dense so they sink. Temperature and density both affect plate tectonics.

- V. References and Citations
● 2 or 3 web links
Geological Sciences
Yahoo.Answers

Density Quiz

​ C​ orrect
+1 / 1 point(s)
1. A scientist conducted an experiment to determine how the amount of salt in a body
of water affects the number of plants that can live in the water. In this experiment the
dependent variable is _____________.
Your Answer: t​ he number of plants in the water

Correct
+1 / 1 point(s)
2. A scientist hypothesizes that the temperature at which an alligator's egg is incubated
will determine whether the alligator will be male or female. The independent variable is
____________.
Your Answer: ​the temperature

Correct
+1 / 1 point(s)
3. In an experiment, the factor that we measure and is on the Y-axis is called the
____________.
Your Answer: d​ ependent variable

Correct
+1 / 1 point(s)
4. In an experiment, the one variable that is changed by the experimenter is called the
_____________.
Your Answer: i​ ndependent variable

Correct
+1 / 1 point(s)
5. If you were measuring the mass of a fly, you should use ____________.
Your Answer: g​ rams

Correct
+1 / 1 point(s)

6. If you wanted to know the volume of water in a small can of ​soda, you would u​ se

______________.
Your Answer: m​ illiliters

Correct
+1 / 1 point(s)
7. A scientist who wants to study the effects of fertilizer on plants sets up an
experiment. Plant A gets no fertilizer, Plant B gets 5 mg. of fertilizer each day, and Plant
C gets 10mg. of fertilizer each day. Which plant is the control?
Your Answer: ​Plant A

Correct
+1 / 1 point(s)
8. Victoria grows the same bacteria in 20 petri dishes. She places 10 of the dishes in a
container with a normal atmosphere. The remaining dishes she places in a container in
which the oxygen level is double the normal level. She labels the first group "A" and the

second group "B". Which of the following best describes the groups?
Your Answer: ​Group A is the control group; Group B is the experimental group

Correct
+1 / 1 point(s)
9. Homer notices that his shower is covered in a strange green slime. Homer decides to
spray half of the shower with coconut juice thinking this will kill the slime. He sprays
the other half of the shower with water. After 3 days of "treatment" the green slime on
the coconut juice side of the shower dies. The dependent variable in his experiment is
_____________.
Your Answer: ​the amount of the green slime

Correct
+1 / 1 point(s)
10. For an experiment, a scientist put lime at the base of tomato plant A and baking
soda at the base of tomato plant B. She then sealed the plants in plastic bags. Tomato
plant A eventually died, and tomato plant B stayed healthy. What is the Independent
Variable in this experiment?
Your Answer: ​the substance at the base of each plant

Correct
+1 / 1 point(s)
11. I am trying to clean my bathroom because it has mold on the bottom. I was told to
use oxy clean to get it up. I use oxyclean on half of the bathroom and water​ o​ n the other
half. The control is:
Your Answer: ​water

Incorrect
0 / 1 point(s)
12. A scientist plants two rows of corn for experimentation. She puts fertilizer on row 1
but does not put fertilizer on row 2. Both rows receive the same amount of water and
light intensity. She checks the growth of the corn over the course of 5 months. What is
a constant in this experiment.
Your Answer: ​Plant height

Correct
+1 / 1 point(s)
13. A student wants to conduct an experiment to find out how pulse rates changes as
the length of time spent exercising increases. The dependent variable will be _____.
Your Answer: p​ ulse rate

Correct
+1 / 1 point(s)

14. A student hypothesized that the amount of sunlight a​ s​ unflower plant receives

determines the number of sunflower seeds the plant produces. In her experiment, the
number of seeds produced is the _____.
Your Answer: ​dependent variable

Correct
+1 / 1 point(s)
15. In a controlled experiment, the independent variable is ____.
Your Answer: ​changed to test the hypothesis - it goes on the x-axis

Incorrect
0 / 1 point(s)
16. Sarah wanted to find out if temperature has an effect on the growth of bread mold.
She grew the mold in nine Petri dishes containing the same amount and type of
nutrients. Three were kept at 0 C, three were kept at 90 C, and three were kept at room
temperature, 27 C. The containers were examined and the growth of the bread mold
was recorded each Friday for five weeks. Which of the following is her hypothesis?
Your Answer: I​ f the amount of nutrients is changed, then the amount of bread mold will
change.

Correct
+1 / 1 point(s)
17. Sarah wanted to find out if temperature has an effect on the growth of bread mold.
She grew the mold in nine Petri dishes containing the same amount and type of
nutrients. Three were kept at 0 C, three were kept at 90 C, and three were kept at room
temperature, 27 C. The containers were examined and the growth of the bread mold
was recorded each Friday for five weeks. The independent variable is:
Your Answer: t​ emperature of the containers

Incorrect
0 / 1 point(s)
18. What is the independent variable in the experiment found in the link below?
Your Answer: ​the intensity or brightness of the light

Correct
+1 / 1 point(s)
19. In the experiment found on the link, all of the following variables must be held
constant EXCEPT
Your Answer: ​color of the light

Correct
+1 / 1 point(s)
20. An unknown substance from planet X has a density of 10 g/mL. It occupies a
volume of 80 mL. What is the mass of this unknown substance?
Your Answer: ​800 g

Correct
+1 / 1 point(s)
21. A graduated cylinder has 22 mL of water placed in it. An irregularly shaped rock is
then placed in the graduated cylinder and the volume of the rock and water in the
graduated cylinder now reads 30 mL . The mass of the rock is 24 g. What is the density
of the rock?
Your Answer: 3​ g/cm3

Correct
+1 / 1 point(s)
22. A rectangular solid of unknown density is 5 cm long, 2 cm high, and 4 cm wide. The
mass of this solid is 300 grams. Given this information for this homogeneous material,
calculate the density.
Your Answer: 7​ .5 g/cm3

Correct
+1 / 1 point(s)
23. Silver has a density of 10.5 g/cm3 and gold has a density of 19.3 g/cm3 . Which
would have a greater mass, 5 cm3 of silver or 5 cm3 of gold?
Your Answer: G​ old

Correct
+1 / 1 point(s)
24. A 28.5 g of iron is added to a graduated cylinder containing 45.5 mL of water. The
water level rises to the 49.1 mark. Calculate the density.
Your Answer: 7​ .92 g/cm3

Correct
+1 / 1 point(s)
25. 43.2 m = __________ mm
Your Answer: 4​ 3200

Correct
+1 / 1 point(s)
26. 8700 mL = ________ L
Your Answer: 8​ .7

Incorrect
0 / 1 point(s)
27. 5.9 km = _____________ m
Your Answer: ​59000

Correct
+1 / 1 point(s)
28. 756.0 cg = _____________ g
Your Answer: 7​ .56

Incorrect
0 / 1 point(s)
29. 23,000 mm = _____________ m
Your Answer: 2​ .3

Correct
+1 / 1 point(s)
30. Metric Unit for Mass

Your Answer: G​ RAMS

Correct
+1 / 1 point(s)

31. Metric Unit for Density of a Solid
Your Answer: ​g/cm3

Correct
+1 / 1 point(s)
32. Metric Unit for Density of a Liquid
Your Answer: g​ /mL

Correct
+1 / 1 point(s)
33. Which appliance is used twice as many hours on the weekends as it is on
weekdays?
Your Answer: T​ V

Correct
+1 / 1 point(s)
34.On average, how many hours is the computer used on a weekday?
Your Answer: ​2

Correct
+1 / 1 point(s)
35. Which 2 objects are the same substance?
Your Answer: 1​ and 4

Correct
+1 / 1 point(s)
36. What would the mass of the gold in B if the volume is 50% of A?
Your Answer: ​500 g

Incorrect
0 / 1 point(s)
37. Why does the Oceanic Plate sink below the Continental Plate in the picture?
Your Answer: ​The Continental Plate is made of Basalt and is MORE DENSE than the
Oceanic Plate.

Correct
+1 / 1 point(s)
38. Why are mountains such as the Himalayas formed? Study the picture.
Your Answer: ​Continental plates collide with equal density Continental Plates and are forced
upwards.

Correct
+1 / 1 point(s)
39. What volume of silver metal will have a mass of exactly 300.0 g. The density of silver
is 10.5 g/cm3.
Your Answer: 2​ 8.6 cm3

Correct
+1 / 1 point(s)
40. The density of lead is 11.342 g/cm3. What would be the volume of a 400.0 g sample
of this metal?
Your Answer: 3​ 5.3 cm3

Correct
+1 / 1 point(s)
41. If two objects have the same volume but one has a greater mass, the one with
greater mass
Your Answer: h​ as a higher density

Correct
+1 / 1 point(s)
42. If the density of water is 1 gram/cm3, this means that the mass of 100 cm3 of water
should be
Your Answer: 1​ 00 grams

Correct
+1 / 1 point(s)
43. The density of hot an cold water are different mainly because
Your Answer: t​ he molecules in hot water move faster and are slightly further apart

Scientific Reflection

The scientific method unit was about learning how to use real life situations and turn
them into an experiment or a series of question. The scientific method is a process used
by scientists to study everything, and can be used to test if a statements accurate or
not. We learned how to design experiments, write hypothesis, constants, controls,
independent and dependent variables, procedures, conclusions, analyzing, and
graphing. The scientific method will help us in the future because we can use it to
determine things like what energy drinks help you study more, to deciding the best
baseball to use for games.



Activity: Phase Change of Water

Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
​ ​Construct a graph of your results. *U​ se Link on Classroom
● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

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

The temperatures stayed the same on the graph because someone wasn't stirring the
water to keep the molecules from cooling down, and the temperature stayed the
same. Or the molecules have not been stirred for a while so they are starting to heat
up again. The first time the temperatures were the same is because it was the 2nd
and 3rd piece of data collected so the molecules were starting to speed up and get
hotter. The 2nd time it was the same temperature was because the groups paused the
experiment to go to lunch so when we came back to unpause it the molecules were
basically starting over the process of transferring energy to the thermometer.
2. How would the graph be different if we tried this experiment with Gold?

Explain:
Gold is a different substance than water, so the temperatures in the graph would be
different. It takes a greater amount of heat than 101° to melt gold.
3. What is the role of energy during the phase changes?

They are changes in bonding energy between the molecules. The heat is coming into
substance during a phase change. The energy then breaks the bonds between the
molecules and the substance.
4. Describe the motion of the molecules throughout the experiment. Find

diagrams that show the motion.
In the beginning of the experiment the temperature was low and cold because the
molecules were moving around slowly. As the experiment went on the temperature
rises because people were stirring the water causing the molecules to move faster
and make the water hotter. When the experiments stopped because the groups had to
go to lunch, the molecules slowed down and became cooler. When all the groups
came back we had to stir the water until it gained its previous temperature.
5. How does the Average Kinetic Energy change throughout the experiment?

(Be specific)
The molecules have kinetic energy and are moving at different speeds.
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 - ​It is a form of energy transfer among particles in a substance (or
system) by means of kinetic energy
B. Temperature - ​the degree or intensity of heat present in a substance.
C. Average Kinetic Energy ​ - a​ gas is a measure of its Kelvin temperature​.
D. Specific Heat -​ ​the heat required to raise the temperature of the unit mass
E. Latent Heat (Define it) - ​the heat required to convert a solid into a liquid or vapor
without change of temperature.

7. Why do we put water in a car’s engine? Explain:
We put water in a cars engine because there is always a point where a kinetic phase
change occurs in the temperature. In an experiment to prove this we mixed moth
crystals with water for 15 minutes. From 4 minutes to 11.5 minutes it stayed 53℃. This
was a phase change. If water is used with car engines it will keep the engine from
overheating by maintaining one temperature for a long period of time.

Phase Changes: Quiz

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 65 g 80 0 100 540 1

Aluminum 65 g 95 660 2467 2500 0.21

Gold 65 g 15 1063 2800 377 0.03

*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
Heat = m * hf​ usion
Heat = 65 g * 95 cal/g
Heat = 6175 calories
I melted the Aluminum and made it a liquid, by adding heat energy.

Heat = m * change in temperature * SH
Heat = 65 g * 1087 C * 0.21 cal/gC
Heat = 24,665.5 calories

Heat = m * H​vaporization
Heat = 65 g * 2500 cal/g
Heat = 162,500 calories

Total = 6175 + 24,665.5 + 62,500
Total = 213,340.5 calories

B. Gold
Heat = m * Hf​ usion
Heat = 65 g * 15 C
Heat = 975 calories
I melted Gold and made it a liquid, by adding heat energy.

Heat = m * change in temperature * SH

Heat = 65 g * 1737 C * 0.03 cal/gC
Heat = 3387.15 calories

Heat = m * H​vaporization
Heat = 65 g * 377 cal/g
Heat = 24,505 calories

Total = 975 + 3387.15 + 24,505
Total = 28,867.15 calories

C. Water
Heat = m * H​fusion
Heat = 65 g * 80 C
Heat = 5,200 calories
I boiled water and made it a gas, by adding heat energy.

Heat = m * changes in temperature * SH
Heat = 65 g * 1087 C * 1 cal/gC
Heat = 11,7455 calories

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

Total = 5,200 + 11,7455 + 35,100
Total = 15, 7755 calories

D. Copper:

Heat = m * Hf​ usion
Heat = 64 g * 49 C
Heat = 3,169 calories
I boiled copper and made it a liquid, by adding heat energy.

Heat = M * change of temperature * SH
Heat = 64 g *

Graph your Results:

Questions:
1. How are the substances different?

The substances are different because they each have different melting and boiling
points.

2. What is the difference between Heat and Temperature?
Heat and temperature are different because temperature is the measure of heat the
substance contains, while heat is the amount of energy the molecules have inside the
substance.

3. Place your Heat Energy results in Scientific Notation.
4. Why do metals have such low specific heats? How does this relate to Conductors?
Metals have low specific heats because

5. How are Heat and Temperature different for the following pictures of​ ​boiling

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

The difference between an ocean and a beaker of water is the amount property. They have
different masses. And the ocean would be eventually gone after maintaining its boiling point for
so long, because it has a greater heat energy.

Mixture Project

Textbook: Chapter 15 (448-473)

Due: MONDAY
Vocabulary

Directions: W​ rite 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

2. Classification of Matter
*Provide Examples of each form of matter. Include a picture.

Heterogeneous Homogeneous Element Compound

Mixture Mixture

Oil Coffee Oxygen Water

Sand Water Carbon Salt

Gravel Air Hydrogen Chloride

Sugar Tea Mercury Sodium

Salad Mouthwash Lithium Alcohol

Critical Thinking:
● How are the examples for Heterogeneous and Homogeneous
MIxtures different?

Heterogeneous Mixtures are substances that you can see, feel, and might
be able to taste. Homogeneous Mixtures are substances that are liquids or
gases(something you might not always be able to see).

● How are Elements and Compounds similar and different?
Elements are substances that cannot be broken down or cause to form into
each other. But, compounds are two elements that are put together.

QUIZ: Solubility and Naming Compounds Class: ​2
Name: ​Olivia Ferraro

Part I. Charge
Directions:​ Write the symbol of the element with the charge. +1
0
Formula -1 +3
-1
1. Sodium Na +2
0
2. Neon Ne -2
-3
3. Nitrate NO +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​ O​4 Sodium Phosphate
12. Li​2(​ SO​4​) Lithium Sulfate
13. (NH​4​)2​ C​ O​3 Ammonium Carbonate
14. MgCl2​ Magnesium Chloride
15. Ca(NO3​ )​ 2​ Calcium Nitrate
16. BeF​2 Beryllium Fluoride

Part III.

Directions:​ Write the chemical formula for the following compounds (Use your ions):

17. Calcium carbonate

Ca+​ 2 ​CO3​
Ca​3​CO​2

18. Ammonium phosphate

NH+​ 1 PO-​ 3​4

NH​-3P​ O​4

19. Magnesium hydroxide

Mg​+2 OH

​Mg+​ 2O​ H

20. Potassium sulfate

K​1 SO4​
K4​ S​ O1​

Part IV.

Directions:​ Determine the Mass % of Oxygen in A​ l​2(​ SO​4)​ ​3​ or AgNO3​
Atomic Mass: A​ l (27)​ ​S (32)​ O​ (16)​ Ag (108) N (14)

Al (2) = 54/342 = 16%

S (3) = 96/342 = 28%

O (12) = 192/342 = 56%
+

_________________________________________

342 = 100%

Part V.
Directions:​ Write an essay about the graph below. ​Use data!
Vocabulary:​ Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams, solubility, chemical
formula.

This graph represents sodium phosphate, Na​3P​ O4​ .​ The point on the graph is above the solubility curve
which makes it super saturated. If the point is above the line, then its super saturated. If the point is below
the line its unsaturated. If the point is on the line its saturated. The solubility graph is helpful because it
helps you figure out how much solute needs to dissolve at any certain temperature. As the temperature of
the solvent increases, the amount of dissolving solute increases. As the temperature increases more will
dissolve. The water is the solvent, and sodium phosphate is the solute. An example of a saturated solution
is 38 degrees and 70 grams/100g. Supersaturated is a solution that contains more solute than a saturated
substance. If sodium phosphate is saturated it would be 15 degrees and 25 grams/100 g. Saturated is a
solution that is holding as much solute as possible without going over to supersaturated. If sodium
phosphate is unsaturated then it would be 38 degrees and 25 grams/100 g. Unsaturated is a solution that
can dissolve more solute than its temperature.

Solubility Graph Practice:

Directions: C​ onstruct a solubility graph that contains 5 substances from
the chart. (Temperature on X-axis and Solubility on 7-axis)

Salt Solubility Data*

Salt Name Chemical Tempe

Formula rature

(○​ ​C)

0 10 20 30 40 50 60 70 80 90 100

Ammonium NH​4​Cl 29.4 33. 37.2 45.8 55.2 65.6 77.3
Chloride 3

Potassium KNO​3 13.9 21. 31.6 45.3 61.4 83.5 106.
Nitrate 2 0

Sodium NaNO3​ 73 87.6 102 122 148 180
Nitrate

Barium Ba(OH)​2 1.67 3.89 8.22 20.9 101.
Hydroxide 44

Potassium KCl 28.1 31. 34.2 40.0 45.8 51.3 56.3
Chloride 2

Lithium LiCl 69.2 83.5 89.8 98.4 112 128
Chloride

Potassium K​2SO​4 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19. 21.4 22.9 24.1
Sulfate 8

Sodium NaCl 35.7 35. 36.0 36.2 36.5 36.8 37.3 37. 38.1 38.6 39.2
Chloride 8 6

Copper (II) CuSO​4 14.3 17. 20.7 24.2 28.7 33.8 40.0 47. 56.0 67.5 80.0
4 0
Sulfate
(​Anhydrous)​

Potassium KI 128 144 162 176 192 206
Iodide

*​ Solubility values are given in grams of salt per 100 grams of water

CREATE GRAPH HERE WITH 5 Compounds using different colors for each line. Fill in

the missing solubilities if needed on the chart.

Critical Thinking Questions:

1. How does the solubility of NaCl vary with the temperature of the water? ​Explain using
your data and your graph.

The solubility of NaCl varies with the temperature of water because solids dissolve in liquids,
and then the solubility increases the temperature. When using the graph, on the x - axis when the
line shows the chemical as it goes farther and upward the temperature increases. An example is
sodium chloride(NaCl), its starts on 5°, and moves to 60° and has therefore increased the
temperature.

2. What generalization can you make about the relationship between solubility and
temperature? P​ rovide Evidence (Data)

The relationship between solubility and temperature is that solids dissolve in liquids, and the
solubility increases the temperature.



QUIZ Review: Classifying Matter

Research Heterogeneous and Homogeneous Mixtures and write down characteristics and
examples in the chart below:

Heterogeneous Mixtures Homogeneous Mixtures

- A mixture where 2 or more parts are - A substance where all the parts look
visible the same

- Salad - Coffee
- Sugar - Water
- Oil - Air
- Gravel - Tea
- Sand - Mouthwash
- You can identify multiple different - You can't identify any of different parts

parts in all of these substances. in these substances.

Determine the Mass % of each component within the following Mixtures and Make Pie Charts:

25 grams of Large Rocks 36 grams of Fine Grained Sand
125 grams of Small Rocks 3 grams of Salt
75 grams of Coarse Grained Sand 19 grams of Copper (Cu)

175 grams of Large Rocks 23 grams of Fine Grained Sand
35 grams of Small Rocks 11 grams of Salt
89 grams of Coarse Grained Sand 53 grams of Copper (Cu)

Determine the Mass % of each element in the following compounds: (Choose 4 Compounds)

Positive Ions Negative Ions

Sodium +1 Phosphate PO​4-​ 3

Calcium +2 Carbonate CO​3​-2

Potassium +1 Sulfate SO4​ -​ 2

Lithium +1 Nitrate NO3​ ​-1

Conclusion: *Explain the difference between Mixtures and Compounds using evidence (Data)
from your charts.

Each substance in the compound keeps its own properties. A compound is similar to
Homogenous mixture. The different elements to not combine into one property. Examples of a
compound are coffee, water, air, tea, and mouthwash. A mixtures elements do combine. They
“mix” into one element. A mixture is similar to a Heterogenous mixture. Where two or more parts
are visible. Examples of a mixture are salad, sugar, oil, gravel, and sand.

*How did you separate the Salt from the Sand? Discuss the role of Solute and solvent as well
as Heat Energy. You should also discuss IONS.
We used a piece of plastics that have grids in them so when you pour the sand and salt into the
bin the holes are only small enough for the sand to fall through and the salt sits at the top. A
solution is a mixture where one of the substances dissolves in the other. The substance that
dissolves is a solute. The substance that does not dissolve is a solvent. An example of heat
energy is, take a cup of hot and cold water and a cup of tea. The hot water is the best
substance to use for mixing the tea molecules. When hot water and hot tea come into contact
the molecules mix faster. When steam comes out of the tea is means that the molecules are are
reaching a boiling point and are changing from liquid to gas.

QUIZ Review: Classifying Matter

Research Heterogeneous and Homogeneous Mixtures and write down characteristics and
examples in the chart below:

Heterogeneous Mixtures Homogeneous Mixtures

- A mixture where 2 or more parts are - A substance where all the parts look
visible the same

- Salad - Coffee
- Sugar - Water
- Oil - Air
- Gravel - Tea
- Sand - Mouthwash
- You can identify multiple different - You can't identify any of different parts

parts in all of these substances. in these substances.

Determine the Mass % of each component within the following Mixtures and Make Pie Charts:

25 grams of Large Rocks 36 grams of Fine Grained Sand
125 grams of Small Rocks 3 grams of Salt
75 grams of Coarse Grained Sand 19 grams of Copper (Cu)

175 grams of Large Rocks 23 grams of Fine Grained Sand
35 grams of Small Rocks 11 grams of Salt
89 grams of Coarse Grained Sand 53 grams of Copper (Cu)

Determine the Mass % of each element in the following compounds: (Choose 4 Compounds)

Positive Ions Negative Ions

Sodium +1 Phosphate PO4​ ​-3

Calcium +2 Carbonate CO3​ ​-2

Potassium +1 Sulfate SO​4​-2

Lithium +1 Nitrate NO3​ ​-1

Conclusion: *Explain the difference between Mixtures and Compounds using evidence (Data)

from your charts.

Each substance in the compound keeps its own properties. A compound is similar to
Homogenous mixture. The different elements to not combine into one property. Examples of a
compound are coffee, water, air, tea, and mouthwash. A mixtures elements do combine. They
“mix” into one element. A mixture is similar to a Heterogenous mixture. Where two or more parts
are visible. Examples of a mixture are salad, sugar, oil, gravel, and sand.

*How did you separate the Salt from the Sand? Discuss the role of Solute and solvent as well
as Heat Energy. You should also discuss IONS.

We used a piece of plastics that have grids in them so when you pour the sand and salt into the
bin the holes are only small enough for the sand to fall through and the salt sits at the top. A
solution is a mixture where one of the substances dissolves in the other. The substance that
dissolves is a solute. The substance that does not dissolve is a solvent. An example of heat
energy is, take a cup of hot and cold water and a cup of tea. The hot water is the best
substance to use for mixing the tea molecules. When hot water and hot tea come into contact
the molecules mix faster. When steam comes out of the tea is means that the molecules are are
reaching a boiling point and are changing from liquid to gas.

QUIZ: Classifying Matter

I. Directions: ​Identify the following as either a Heterogeneous Mixture, Homogeneous Mixture,

Element or Compound. Write the following letters in Column B for your choices:

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad a

Copper b

Lemonade b

Rocks, sand, gravel a

Salt Water c

Gold c

Sodium Chloride (​ NaCl) d

Air (Oxygen, nitrogen, carbon monoxide…) b

K​2​SO​4 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 3%

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)
125 + 75 + 32 + 9 = 241
Large Rocks =​ 125 ÷ 241 = 52%
(Mixture B)
205 + 58 + 97 + 29 = 389
Iron​ = 205 ÷ 389 = 7%
Graphs:
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 = 78/174 = 45%
S(1) = 32 = 32/174 = 18%
O(4) = 16 = 64/174 = 37%
-------------------------------------------

174 amu

Na3​ P​ O4​ ​ - Sodium Phosphate
(Show Math Here)
Na(3) = 23 = 69/164 = 42%
P(1) = 31 = 31/164 = 19%
O(4) = 16 = 64/164 = 40%
-------------------------------------------

164 amu

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

charts.
Compounds and mixtures are different because compounds are two elements put

together that are chemically bonded, and are hard to separate. While mixtures are 2 or more
substances mixed together that are easy to separate. The pie charts are both mixtures and
have nothing to do with compounds. The substances in the mixture are not able to be
chemically bonded because large rocks, small rocks, coarse sand, and iron are not compounds.
Another reason why they are mixtures is because they can be easily separated. If there was
H​2O​ we would be able to talk about the compounds and the elements used, and we could get
into the weight of the compounds and the periodic table. If you're using Na3​ ​ and PO​4​ then you
go into the periodic table and and find the weight of the compound, then you find the number of
atoms and multiple the weight by the atoms. Then you add the two totals and divide that by your
totals. Then you get your percentages. An example is Na(3) = 23, S(1) = 31, O(4) = 16.
69+31+64 = 164. 69/164 = 42%, 32/164 = 19%, 64/164 = 40%. But, if you're using iron and
coarse sand then you have to add the masses together and get your total. Then you divide your
mass by the total, and find your percentage. An example is the Iron's mass = 9g, Coarse Sands
mass = 32g. 9+32 = 41. 9/41 = 22%, 32/41 = 80%.

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

We were able to separate the salt from the sand by using a coffee filter to separate it. The
coffee filter was known as the solvent. The sand was then poured in the solvent. The salt was
then trapped in the coffee filter with the sand on the bottom. The remains were known as ions.

Sodium = Na​+1 Sulfur = S-​ 2
Neon = Ne0​ Phosphorus = P​-3
Nitrate = NO​-1+​ 3 Aluminum = Al​+3
Chlorine = Cl-​ 1 Calcium = Ca+​ 2
Magnesium = Mg+​ 2 Lithium = Li​+1
Silver = Ag0​ Beryllium = Be+​ 2
Phosphate = PO​+4 Sulfate = SO​+4
Ammonium = NH​+4 Carbonate = CO​+3
Fluorine =F Hydroxide = OH
Potassium Hydrogen
Helium = K+​ 1 Oxygen = H+​ 1
Nitrogen = He​0 Carbon = O-​ 2
Boron = N​-3 Silicon = C​+4
Argon = B+​ 3 Zinc = Si​+4
Chlorate = Ar0​ = Zn0​
= ClO+​ 3

Name: O​ livia Ferraro Class: ​2
QUIZ:​ Solubility and Naming Compounds

Part I. Charge
Directions:​ Write the symbol of the element with the charge. +1
0
Formula -1 +3
-1
1. Sodium Na +2
0
2. Neon Ne -2
-3
3. Nitrate NO +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. Na​3​PO​4 Sodium Phosphate

12. Li2​ ​(SO​4)​ Lithium Sulfate

13. (NH​4)​ 2​ ​CO3​ Ammonium Carbonate

14. MgCl​2 Magnesium Chloride

15. Ca(NO​3)​ 2​ Calcium Nitrate

16. BeF​2 Beryllium Fluoride

Part III.

Directions:​ Write the chemical formula for the following compounds (Use your ions):

17. Calcium carbonate

Ca​+2 C​ O3​
Ca3​ C​ O2​


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