Blue Team Portfolio 2018

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Jessica Sayers 

Science Portfolio 
2017-2018 

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Table of Contents -  

 
Scientific Discoveries………………………..………Page 3 
Scientific Method……………………………………...Page 5 
Phase Changes………………………………………….Page 9 
Density…………………………………………………........Page 13 
Identifying Matter……………………………………..Page 21 
Atomic Structure……………………………………....Page 28 
Acceleration……………………………………………....Page 36 
Isotopes…………………………………………………......Page 40 
Potential Energy………………………………………..Page 44 
Simple Machines………………………………………..Page 49 
Chemical Reactions ……...………………………….Page 60 

Scientific Discoveries  

 
Presentation 

 



 
 

 
Scientific Method 

 
 

Scientific Method Lab 

Directions: ​Read the following description of an experiment and complete
the components of the scientific method.

Experiment:
Patrick believed that fish would become smarter and complete a maze
faster if they ate food that was placed in a microwave first. He had 100 fish
that he could use for the experiment. He evaluated their intelligence based
on their time to complete the maze.

Problem Statement: How does microwaved food affect the
intelligence of the fish?

Hypothesis:

If fish eat microwaved food, than they would swim through a maze
faster than fish fed regular food.

Independent Variables

Fish Food Microwaved Fish
Food

Dependent Variable
The time it takes for the fish to complete a maze

Constants​ (Pick 2) They have to complete the same
maze
20 fish tested for each variable
(Fish foods)

Control
The fish that eat regular fish food

Basic Procedures:​

(List 5-8 steps)

1. Set up a maze for the 30 fish
(Only 30 fish will be used in the experiment to avoid having a

confusing data table)
2. Place​ one fish at a time​ to the beginning of the maze
3. Begin a timer as soon as the fish is put into the tank, and end it as
soon as the fish gets to the end of the maze
4. Record the data
5. Feed 15 fish microwaved fish food once a day for a week, and 15
fish the regular fish food once a day for a week
6. Repeat steps 2-4

Data Table:​ (Place data table here)

Microwaved Fish Food Before After
Afte 1:00 1:01
1:03 1:02
Fish Before r 1:05 1:05
0:59 1:50
0:5
#1 1:00 0 Fish

0:5
#2 1:03 3 #16

0:5
#3 1:05 5 #17

0:4
#4 0:59 9 #18

0:5
#5 1:03 9 #19

0:5 1:03 0:59
#6 1:01 4 #29 1:01 0:59
1:01 1:04
0:5 1:03 1:02
#7 1:01 5 #21 0:58 1:01
0:56 1:06
0:5 1:05 1:04
#8 1:03 4 #22 1:05 1:02
1:03 1:01
0:5 1:01 1:00
#9 0:58 2 #23 0:59 1:54

0:5
#10 0:56 0 #24

1:0
#11 1:05 0 #25

1:0
#12 1:05 2 #26

0:4
#13 1:03 9 #27

1:0
#14 1:01 0 #28

0:4
#15 0:59 9 #29

#30

Phase Changes 

Phase Changes Quiz 

QUIZ: Phase Changes 2017

Apply the following Equations:

Heat = Mass * Heat of Fusion * SH
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization

Data Table:

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

Water 37 g 80 0 100 540 1 26640

Silver 37 g 26 961 2212 2356 0.057 90772.35
9

Directions: D​ etermine the Heat Energy required to completely evaporate
the substances in the data table.
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)

A. Water

Heat = M * H​fusion
Heat = 37g * 80 cal/g
Heat = 2960 cal

Heat = M * Change in temp, * SH
Heat = 37g * 100 C * 1 (cal/gC)
Heat = 3700 cal

Heat = M * H​vaporization
Heat = 37g * 540 cal/g
Heat = 19980 cal

Scientific Notation:
2.664 * 104​

B. Silver

Heat = M * Hf​ usion
Heat = 37 g * 26 cal/g
Heat = 962 cal
Heat = M * Change in temp. * SH
Heat = 37 g * 1251 C * 0.057 cal/gC
Heat = 2638.359 cal

Heat = M * H​vaporization
Heat = 37 g * 2356 cal/g
Heat = 87172 cal

Scientific Notation:
9.0772359 * 104​

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 ocean has more heat energy. The equations to find heat energy
multiplies mass, and the mass of the ocean is much larger than the mass of
the water in the beaker. Therefore, the ocean would have more heat
energy than the beaker.

Density 

Density Lab Data Table 

Density Lab

Name: Jessica
Class: S2

Volume Before Volume After Volume Object Density

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

A 67 30 38 8 8.38
B
C 266 Cant Fit Cant Fit 27 9.85

72 30 38 8 9

D 28 30 33 3 9.33
E 28 30 34 47
F 28 30 35 5 5.6
G 21.5 50 58 8 2.87
H
Unknown 8.5 50 61 11 0.77
Objects
copper Volume Volume Volume Density
tin Mass (g) Before After Object (g/cm3)
bronze
brass 28.5 30 33 3 9.5
zinc
29 30 34 4 7.25
aluminum
266 Cant Fit Cant Fit 27 7.25
copper
68 30 34 7 11.14
aluminum
28.5 30 34 4 7.13

29.5 50 62 11 2.68

72.5 30 37 7 10.36

22 30 38 8 2.75

 
Density Lab Report 

Name - Jessica Sayers
Class - S2
Teacher - Lopez
Date - 10/2/17

I. Investigation Design
A. Problem Statement:

How to Identify the density of various metals

B. Hypothesis:
If density is known, than you can identify unknown metals

C. Independent Variable: x metals Bronze Brass Zinc
Levels of IV

Copper Aluminum Tin

D. Dependent Variable:y density
Density

E. Constants: Amount of water Graduated Cylinder
Triple Beam Balance

​ F. Control:
Density of water 1g/cm3

G. Materials: (List with numbers)

1. Triple beam balance
2. Graduated cylinder
3. Metals
4. Ruler
5. Water
6. Calculator
7. Dropper

H. Procedures: (List with numbers and details)
1. Get the triple beam balance.
2. Collect the metals and get water, the graduated cylinder, and the

dropper
3. Put a metal on the triple beam balance and find the mass of the metal

block
4. Fill the cylinder with water (keep in mind/write down the amount of

water in the cylinder)
5. Place the block into the water
6. Find out how much the water rose by subtracting how full the cylinder

was before the metal was placed into it (this is the volume of the
metal)
7. Pour the water out and get the metal out of the cylinder
8. Divide (mass over volume)
9. Repeat 4-9 for all metals

II. Data Collection
A. Qualitative Observations:

-Some metals felt heavier than others.

-They were a variety of metallic colors.

-They were different shapes and sizes.

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

Metals  Day 1  Day 2 
Copper 
Aluminum  9  9.5 
Tin  2.75 
Zinc  2.87  7.13 
Bronze  7  2.68 
8.95 
2.87 
9.85 

2. Graph

Calculations
Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3

D = 9 g/cm​3

Tin

D = m/v

D= 29 g
4 cm3

D = 7.25 g/cm3​

Brass
D = m/v

D= 68 g
7 cm3

D = 11.14 g/cm3​

III. Data Analysis/Conclusion

In this experiment, we wanted to identify unknown metals using
density. My hypothesis was that if we know the density of metals,
than they can be identified. So, for the experiment, we were given
5 different metals. We had to find the density of each of them, but
to do that, we needed the mass and the volume. First, we got the
materials we were going to need for the experiment. We got the
various metals, a triple beam balance (to find mass), a dropper, a
graduated cylinder (to find volume), a ruler (to find volume if a
metal won’t fit into the graduated cylinder), and a calculator. For
each metal (for both days) we put them on the triple beam
balance and found the mass of each one, filled the cylinder with
water (we down the amount of water in the cylinder) Place the
block into the water, and then subtracted how full the cylinder was
before the metal was placed into it (this was the volume of the
metal). We then divided mass over volume and found which
metals matched up. For day one, the different densities for all the
metals were 9 g/cm3, 2.9 g/cm3, 7 g/cm3, 2.9 g/cm3., and 9.9
g/cm3. On day 2, the copper was 9.5 g/cm3, the aluminum was

2.7 g/cm3, the tin was 7.1 g/cm3, the zinc was 2.7, and the
bronze was 9 g/cm3. Since we knew the density of the metals, we
could identify the unknown metals from day 1.

Metals  Day 1  Day 2 
Copper 
Aluminum  9  9.5 
Tin  2.75 
Zinc  2.87  7.13 
Bronze  7  2.68 
8.95 
2.87 
9.85 

 
Classifying Matter 

Classification of Matter 

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

Heterogeneous Homogeneous Element Compound

Mixture Mixture

Salad Paint Gold Bleach

Cereal Lemonade Copper Water

Trail Mix Orange Juice Salt Water Sugar

Soil
Taco

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 C
Lemonade B
Rocks, sand, gravel A
Salt Water B
Gold C
Sodium Chloride ​(NaCl) D
Air (Oxygen, nitrogen, carbon B

monoxide…) D
A
K​2​SO​4

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 125/241 52
Small Rocks 75/241 31
Coarse Sand 32/241 13
Iron 4
9/241
Mixture B 241 100
Large Rocks
Small Rocks Mass (g) %
Coarse Sand 205/389 53
Iron 58/389 15
97/389 25
29/389 7

389 100

Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:
K​2​SO4​ ​ - Potassium Sulfate
(Show Math Here)
K (2) 39 = 78/174 = 45%
S (1) 32 = 32/174 = 18%
O (4) 16 = 64/174 = 37%
-----------------------------------------

174 100%

Na​3P​ O​4​ - Sodium Phosphate
(Show Math Here)
Na (3) 23 = 69/164 = 42%
P (1) 31 = 31/164 = 19%
O (4) 16 = 64/164 = 39%
------------------------------

164 100%

Graphs:

2. ​Explain how you separated the Salt from the Sand. Use as much new
vocabulary as you can.
Salt can be separated from sand because salt is soluble. When we put sand and
salt in a funnel with a filter and poured water into it, the sand stayed in the funnel
with the filter because it cannot dissolve in water, and the salt came out with the
H​2O​ because of its solubility (It can dissolve in water). The salt became a solute
dissolved in the water.

 

Atomic Structure 

 

 

 
History of the Atom 

 

John Dalton-​ John Dalton invented the theory that 
all matter is made of atoms, and atoms are both 
indivisible and indestructible.  
 

 
 
J.J Thomson- J​ .J Thomson was the one to discover 
the electron. He discovered it in 1896. 
 

 
 
Ernest Rutherford-E​ rnest Rutherford was the first 
to discover that atoms have a small charged 
nucleus surrounded by an empty space and circled 
by electrons. This became known as the Rutherford 
model of the atom. 
 

 
 
Niels Bohr-​ Bohr was the first to discover that 
electrons travel in separate orbits around the 
nucleus and that the number of electrons in the 
outer orbit determines the properties of an 
element. 

 
 
 
 
 
 
 

 
 
Structure of the Atom 
 
Nucleus- ​The nucleus is where the protons and 
Neutrons are in an atom. 
Protons- ​Protons can be found in every atom, and 
protons have a positive charge. Protons contribute 
to the mass of an atom. 
Neutrons- U​ nlike Protons, neutrons have a neutral 
charge so therefore they do not affect the charge of 
an atom. They also can be found in almost every 
atom and contribute to the mass of an atom. 
Electrons- ​All atoms have electrons, and electrons 
have a negative charge. Electrons don’t have an 
affect on the mass of the atom.

 

As you can see, Lithium has 3 Neutrons, 3 Protons 
and 3 Electrons: 

 
 
Valence Electrons- E​ lectrons on the outer shell of 
the atom. Lithium shown above has 1 valence 
electron. 
 
Charge- T​ he charge of an element can be 
determined by how many electron the atom needs 
to have a full shell (if it has more than 4/8) or how 
many it should give away (If it has less than 4/8). 
The charge can also be found by simply taking a 
look at the periodic table. 
 
 
 
 

 
 

Families of the Periodic Table 

 
Who was Dmitri Mendeleev? 
 
Mendeleev was a Russian Chemist that devised the 
Periodic Table. In 1869, he became known for his 
diagram of known elements. This and along with 
more elements discovered along the way became 
known as the Periodic table. 
 
1. As said before, you can find out charges of each 
element easily. In the first column (Hydrogen and 
Below) every charge is +1. The column to the right is 
+2, and so on. Once it reaches the third column; +3 
(Boron and below), the next columns become +/- 4, 
and then -3, -2, -1, and finally, 0 (starting with 
Helium). 

 
2. The atomic number starts in the top left, and 
increases by 1 each time to the right, and at the end 
of each row it goes back to the left (on the row 
below it). For example, the first element on the top 
left of the Periodic table is Hydrogen and its atomic 
number is 1. Lithium is on the row below it, and its 
atomic number is 3. 

 
Also, the atomic number of each element 
determines how many protons it has. (Hydrogen 
has 1 proton). 
 
 
 

 
 

Acceleration 

 

Motion Quiz 
 

Formulas:

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

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

A= 89m/s −0m/s
14s2

A= 89m/s
14s2

A = 6.357 m/s2

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

V2 = 0m/s + (18m/s2​ ​ * 5.0s)
V2 = 0m/s + (90 m/s2​ ​)
V2 = 90 m/s​2

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

T= 49m/s − 16m/s2
16m/s2

T= 33 m/s
16 m/s2

T = 2.06 s

3. During an Apollo moon landing, reflecting panels were placed on the moon. This allowed
earth-based astronomers to shoot laser beams at the moon's surface to determine its distance.
The reflected laser beam was observed 4.6 seconds after the laser pulse was sent. The speed of
light is 3.0 ×​ ​ 108​ ​ m/s. What was the distance between the astronomers and the moon?

D=T*V

D = 2.3s*(3.0 * 10​8​ m/s)

D = 6.9 * 10​8

Directions:​ Choose 4 or 5

4. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French class
for the third time this week. She must get from one side of the school to the other by hurrying
down three different hallways. She runs down the first hallway, a distance of 65.0 m, at a
speed of 5.2 m/s. The second hallway is filled with students, and she covers its 32.0 m length
at an average speed of 1.46 m/s. The final hallway is empty, and Suzette sprints its 60.0 m
length at a speed of 7.3 m/s.

Didn’t finish

a. Does Suzette make it to class on time or does she get detention for being late again?

5. The tortoise and the hare are in a road race to defend the honor of their breed. The tortoise
crawls the entire 1000. m distance at a speed of 0.35 m/s while the rabbit runs the first 200.0
m at 1.85 m/s The rabbit then stops to take a nap for 1.200 hr and awakens to finish the last
800.0 m with an average speed of 4.2 m/s. Who wins the race and by how much time?

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

Angle of Ramp A is 15 degrees

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

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

V = D/T V = D/T A= v2 −v1
T2

A= 20 m/s −10 m/s A= 50 m/s − 20 m/s
5s 2s

A= 10 m/s A= 30 m/s
5s 2s

A=2m A = 15 m

Height of

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

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

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

Conclusion:

In this experiment, ramp A has a 30 degree angle while Ramp B had a 90 degree angle, so the
experiment proved that the greater the angle, the furthest acceleration and the higher velocity.
The velocity 1 for ramp A was 10 m/s, and ramp B had double the velocity (20 m/s), showing
that ramp B had the cart going at much greater average speed. Also, this experiment proved that
as the cart is going, it’s speed increases. I know this because the distance 1 and 2 are the same for
both ramps, but for both ramp A and B, their velocity 2 is at least double their velocity 1.

EXTRA CREDIT:

Light from another star in the galaxy reaches the earth in 46 minutes. The speed of light is 3.0 ​×
10​8​ m/s. In ​kilometers​, how far is the earth from the star?

D=V*T T​ he earth is 144.0 * 105​ k​ m away from another star in the

D = 3.0 * 10​8 ​m/s * 48 m

galaxy

D = 144​ *​ 108​ ​m
D = 144 * 10​5k​ m

Answer must be in scientific notation

 

 

Isotopes 

 

QUIZ: Isotopes 

Name: Date:

Directions​ construct a graph that will help you determine the age of fossils.

​Isotope A Percent Isotope
Years

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: (​ place graph here)

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 about 3333 years old.

2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining
Fossil B is about 16000 years old.

3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
85% of Isotope A is remaining if the fossil is 1200 years old.

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.

(34.969 * .7553) + (.2447 * 36.966)
26.4120857 + 9.0455802 = 35.4576659
The average atomic mass of chlorine is 35.45

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%).

(27.9769 * .922297) + (28.9765 * .046832) + (29.9738 * 0.03087)

25.8030109393 + 1.357027448 + 0.925291206 = 28.0853295933

Average atomic mass of Silicon is 28.085

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!)
 
Key Terms to use: Isotope, nucleus, neutrons, average atomic mass, Mass%, M&Ms, protons, atomic 
number, element, however, therefore, additionally, for instance, in conclusion, data, 

In example 1, I found out the average atomic mass of Chlorine is 35.45. In order to determine
the number of neutrons in each isotope, you should take the atomic mass of the isotope and

* ​Didn’t Finish ​*

Potential Energy 

GPE/KE quiz 

Scenario:​ You are an engineer for a major engineering firm that will design the lift motor and
safety restraints for the next roller coaster on the planet Hoth in Star Wars. Hoth has a gravity
equal to 37% greater than Earth’s. The Star Wars Theme Park needs to provide you with the
velocity of the roller coaster on this planet to help you with your design. Your roller coaster will
be called the Millenium Falcon and will have a height of 125 m. Your roller coaster will “The
Falcon” will have a mass of 7000 kg. You will need to compare the needs for safety on Earth to
the needs on Hoth. Explain your reasoning for the changes on Hoth.

Hoth:​

Directions:​ Provide a data table showing the comparisons between the Millenium Falcon Roller
Coaster on Earth and Hoth. Describe the types of restraints that you would need on the faster
coaster.
Calculations:

Earth Hoth

GPE = M * H * G GPE = M * H * G
GPE = 7000kg * 125m * 9.8 GPE = 7000kg * 125m *13.2
GPE = 8575000J GPE = 11550000J

GPE = KE GPE = KE
KE = .5MV2​ KE = .5MV2​
8575000J = .5*7000kg*V2​ 11550000J = .5*7000kg*V2​
8575000J = 3500*V2​ 11550000J = 3500*V2​
2450 = V2​ 3300 = V​2
V = 49.5 m/s V = 57.4 m/s

Potential Energy Project 

 







Simple Machines 

Inclined Plane Quiz 

QUIZ: ​Wednesday and Thursday
Directions: ​Analyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:
How does the angle of an inclined plane affect the Mechanical
Advantage? Is there a machine that is impossible? Explain using
data.

Hypothesis: ​(Use proper form!)

If the angle of the Inclined Plane is lowered, than the Mechanical Advantage will
increase.

Diagrams of Inclined Planes:​ (Use DRAWING - Label Diagrams)

1
23

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

70m/300m = .23333​ 7​ 0m/200m = .35 7​ 0m/100m = .7

13° 21° 4​ 4°