Blue Science Portfolio
Directions: You have been asked to create a digital science portfolio that represent your growth
towards specific skills throughout the year. The portfolio will showcase your lab reports,
assessments and presentations that you will complete in science class. You will be expected to
edit and revise the additions to the portfolio throughout year. The final project will be submitted
to h ttp://anyflip.com/ in June.
Topic List
Science Portfolio
By Eleanor Boyd
Table of Contents
Blue 2017- 18 Science Portfolio
Chapter Number and Title Page Number
I. Scientific Method………………………………………………………...3
II. Science Articles: Cassini Spacecraft……………………………..….13
III. Metric Units……………………………………………………………...16
IV. Density……………………………………………………………...…...21
V. Phase Changes of Matter……………………………………………..28
VI. Classification of Matter………………………………………………...40
VII. Solubility and Chemical Compounds………………………………..54
VIII. Atoms and The Periodic Table ……………………………………….59
IX. Isotopes………………………………………………………………….68
X. Motion …………………………………………………………………..72
XI. GPE/KE…………………………………………………………...……104
XII. Simple Machines…………………………………………...…………105
XIII. Heat Energy …………………………………………………………..107
XIV. Electricity……………………………………………………………….124
XV. Science Portfolio Reflection…………………………………………132
Scientific Method
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 independent variable is the type of tennis ball.
What is the dependent variable in the experiment?
The dependent variable is how high each ball bounces when dropped from 15 meters.
According to the passage, what was their hypothesis?
Their hypothesis is that brand X balls will bounce the highest because they are the hardest to
squeeze.
Name three constants involved in the experiment.
1. The height at which the ball is being dropped from.
2. The surface the balls are being dropped onto.
3. How many times each of the balls will be dropped for each person.
If we bounce three tennis balls X,Y, and Z, then tennis ball X will bounce the highest.
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?
The type of soil used to grow each pumpkin
2. What is the dependent variable in the experiment?
The weight of the pumpkin.
3. What was the hypothesis that Alberta, Megan, and Tom came up with in their experiment?
Potting soil will produce the heaviest pumpkin because it has lots of organic material which
helps hold water.
4. What are three constants in this experiment?
1. The type of pot the pumpkins are put in
2. Where the pumpkins are being grown
3. The species of pumpkin being grown
Hypothesis: When trying to grow pumpkins, putting the seeds in potting soil as opposed to
sandy soil and regular soil will make the pumpkins grow the heaviest because the potting soil
has organic material that will absorb water and nutrients the best.Hyp
Reading #3: S oil Absorption by Steve Matyczyk
Timmy, Tommy, and Tina want to plant a garden in the spring at their middle school. They have
written a letter to Mr. B asking permission to use the land around the school for their garden.
Mr. B. has agreed, but they can only use one area of the property for their garden. Before
picking a spot, Tina, Tommy, and Timmy walk around the school to find the perfect location for
the garden. Tina likes the spot behind the tennis courts, Tommy likes the spot behind the
cafeteria, and Timmy wants the garden in the front of the school. All three of these areas are
flat and receive the same amount of sunlight. Tina remembers working in the summer on her
grandparents’ farm and her grandfather always saying, “To have a good crop you need good
soil that holds lots of water.” To be fair to all, they agree to take samples of the soil at each spot
and to perform an absorbency test to see which soil holds the most water. After taking the soil
samples, they find that the front of the school has very sandy soil, the area around the tennis
courts is made up of a clay-based soil, and the area behind the school consists of a soil that
contains decomposed organic material from leaves, twigs, and grass clippings. After looking at
the different types of soils, they all think that the clay-based soil will hold the most water and
that the area behind the tennis courts will be the best place for the garden. To test for the
absorbency of the water, they place 50 g of each soil into a funnel with filter paper. Underneath
the funnel is a beaker that will catch the water that seeps through the soil. Next, they pour 100
mL of water into the soil and record the amount of water filtered and absorbed. They test each
soil five times to be sure that their results are accurate.
1. What is the independent variable in this experiment?
The type of soil the water is being filtered through.
2. What is the dependent variable in the experiment?
How much water is absorbed.
3. What was the hypothesis that Timmy, Tommy, and Tina came up with in their experiment?
The clay based soil will absorb the most water compared to the other types of soil.
4. What are three constants in this experiment?
1. How much water is being filtered
2. The filter paper
3. How many times each sample of soil has water poured on it.
Hypothesis: The clay based soil will absorb the most water compared to soil with
organic material and sandy soil.
QUIZ: Scientific Method
Option #2: Mr. Smithers believed that Caffeine may make people more alert. Mr.
Smithers tested 100 people by using their scores in the same video game. Devin had 3
different brands of drinks with 10 g, 20 g, and 30 g of caffeine respectively. He
measured their scores on a video game that had a range of 0-1000 points. Some of the
players were not given caffeine drinks. on the game
*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.
Problem Statement
Does drinking caffeine make the test subjects more alert?
Hypothesis
If you have caffeine in your system, then you will be more alert because caffeine is a
stimulant.
Independent Variable
0g caffeine 10g caffeine 20g caffeine 30g caffeine
Dependent Variable What you drank/ate before you played the
How well you perform in the video game. video game. (So you’re not hopped up on
sugar or anything that could affect the way
Constants (Pick 2) you play the game.)
How good you are at video games.
Control
The group of people who didn’t drink caffeine before they played the video game.
Basic Procedures:
(List 5-8 steps)
1.) Split your subjects into 4 groups.
2.) Give one group the drink with 10g of caffeine, the next group the drink with 20g of
caffeine, the next group the drink with 30g of caffeine, and the last group a drink of
water.
3.) Tell each group to wait 10 minutes.
4.) Have each group play the same video game at the same time (Group 1 subjects would
all play the game at the same time as the Group 2 subjects, Group 3 subjects, and
Group 4 subjects.)
5.) Have all subjects play the game until they run out of lives.
6.) Collect data, find the average for each group, and analyse.
7.) Make a conclusion.
8.) Share the results.
Data Table: (Place data table here)
Group 1- 10g Group 2- 20g Group 3- 30g Group 4- 0g
caffeine caffeine caffeine caffeine (control)
435 698 709 254
346 598 809 143
588 409 902 354
465 703 709 243
365 590 1000 153
348 809 509 354
265 387 860 254
459 478 980 254
596 609 999 354
376 730 860 154
478 666 653 254
384 409 978 146
569 509 986 198
387 609 589 178
349 709 487 198
456 503 968 276
398 782 709 347
598 874 689 409
306 786 809 256
498 716 872 347
598 479 891 298
387 489 981 309
509 674 1000 178
504 876 987 376
620 586 780 237
Average of each 451.36 627.12 828.64 260.96
group’s scores
Graph: (Place graph here)
Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
The purpose of this experiment was to determine if caffeine will affect a person’s alertness. My
hypothesis is “If you have caffeine in your system, then you will be more alert.” This was tested
by dividing 100 test subjects into 4 groups, and each group was given a drink with varying
amounts of caffeine. Group 1 received the drink with 10g of caffeine, Group 2 received the drink
with 20g of caffeine, Group 3 received the drink with 30g of caffeine, and the control group
received the drink with no caffeine. The test subjects were then told to wait 10 minutes, and
after 10 minutes had elapsed, each test subject started playing the same video game at the
exact same time until they had run out of lives and the game is over. Each person’s score was
collected and put into a data table, and the average score was found for each group. The data
was then analysed, and my hypothesis was then proven to be correct as shown from the data
from the graph. Group 1 had an average score of 451. 36 points, Group 2 had an average score
of 627.12 points, Group 3 had an average score of 828.64 points, and the control group had an
average score of 260.96 points. As you can see, the groups with caffeine had better a average
score than the group without caffeine, but considering this data I can take my hypothesis a step
further and say “If you have more caffeine in your system, you will do better than someone who
has drunk less caffeine.” In other words, the more caffeine you have in your bloodstream, the
more alert you will be. I can theorise this because in the data, it is shown that Group 3 had the
best average score out of the four groups, as this was the group that had the drink with the most
caffeine. For further support, Group 2 had a better average score than Group 1 because they
had the drink with more caffeine than Group 1. Some improvements I could have made to this
experiment is have the experiment done in the afternoon or at night when the test subjects
would have been tired. That way, the subjects will have no energy from other sources other than
the caffeine and the results would have been more accurate. Another thing I could have
changed about the experiment is add a positive control, something I know without a trace of
doubt would have given the test subjects energy and thereby proving my hypothesis. In
conclusion, the purpose of the experiment was to test the effect caffeine has on a person’s level
of alertness. My hypothesis (If you have caffeine in your system, then you will be more alert)
was proven correct by the data collected from the test subjects. I could have improved my
experiment by testing the subjects at a different time so you would be testing the effect of the
caffeine on alertness and caffeine only (isolating the variable).
Reflection
I learned how to make a graph properly, how to design an experiment, but most importantly how
to take a problem statement and conduct an experiment, then collect data and analyse my
findings to finish up with a conclusion that coherently and succinctly summarises what I have
discovered.
Science Articles: Cassini
Spacecraft
- Cassini was a space probe orbiting and collecting data from saturn since 2004
- Execute the first landing of a spacecraft in an outer solar system planet when landed the
Huygens probe on Titan
- Most of what we know about Saturn and moons is from Cassini
- However scientists still don’t know a lot about Saturn like the length of a day
- Will fall to a future mission to discover more about Saturn
- Lots of people who had worked on Cassini for a long time, and others who had followed
Cassini, felt sad that Cassini had to die
- Cassini had to die because when it had run out of fuel, they couldn’t risk it crashing into
Titan or Enceladus and thus contaminating the moons with Earthen life forms
- Cassini was collecting info from Saturn for 13 years
- NASA currently has no plans to return to Saturn, but that could change
- Holding competition to see which mission concerning Saturn to do, sending a probe to
learn more about Saturn's atmosphere or mission to go to Titan or Enceladus, two moon
s known to have oceans
- These projects can be expensive, costing up to 1 billion
- Winning finalists in competition revealed by 2019
- One thing going to Titan called Dragonfly, would be very different than other
probes/crafts because its has propellers like a helicopter
- Ideal form of info collection on rocky, duney moon like Titan is air travel
- Technology (drones) necessary for flying on Titan could also make interplanetary travel
possible
- Titan’s geology is exactly what scientists are looking for on Saturn
- Other spacecraft Oceanus would orbit moon and collect data from there, potentially
finding habitable areas on the moon
- ENceladus considered prime place for life
(presumably because of copious amounts of
water???)
- If we want to find life, Enceladus is where
we would go
- Spacecraft called Enceladus Life Finder
would fly through the water and look for chemicals
that might signal life, i.e. amino acids
- Another probe might be launched into
Saturn and go into it like Cassini did but much
deeper, hopefully find stuff on the amount of
helium in the atmosphere and tell us more about
the forming of the planets farther away from the sun, tell us more about the beginning of
the solar system
https://saturn.jpl.nasa.gov/the-journey/the-spacecraft
Back to Saturn Summary:
“Back to Saturn: Five Missions Proposed to Follow Cassini” tells in depth about five missions
that might be sent to Saturn to learn more about the distant planet. Some missions could go to
one of Saturn’s moons, Titan, another could go to Enceladus, another moon, or the missions
could be sent directly to Saturn. These missions can be expensive, costing up too as much as
one billion dollars. The missions proposing to go to Titan would send a drone or a probe to find
out more about the geology of Saturn and it’s moons. One such probe would be called “The
Dragonfly” and would be different from other probes before it because it has propellers like a
helicopter. Air travel on Titan would be ideal considering a rover would have a hard time on
Titan’s rocky, lake spotted surface. Another mission would send a spacecraft called Oceanus
into orbit around Titan, collecting data from there and potentially finding areas on the moon
capable of supporting life. There are other missions proposed for being sent to Enceladus
because it has water. Considering this, scientists think Enceladus could be a prime place for life.
Jonathan I. Lunine says “I f we are interested in trying to find life beyond the Earth, that’s the
place [Enceladus] we need to go, and we know how to do it.” A spacecraft called Enceladus Life
Finder would fly through the water on Enceladus and use it’s probes to look through the water
for chemicals that might signal life, such as amino acids. Lastly, a probe could be launched into
Saturn like Cassini was, but it would go deeper and it would hopefully find information such as
the amount of helium in Saturn’s atmosphere or the length of a day on Staun. It could even tell
us more about the forming of planets that formed farther away from the sun and it could even
tell us more about the beginning of the solar system. In Conclusion, the article “Back to Saturn:
Five Missions Proposed to Follow Cassini” tells the reader about five possible mission back to
Saturn.
Metric Units
Warm Up: Length
Respond to the following
A
1. In science, we do not measure length or distance in feet or miles. We measure using
metric units.
● What is the basic metric unit for length?
Meters
● How many centimeters are there in a meter?
There are 100 centimeters in a meter.
● How many millimeters are in a centimeter?
There are 10 millimeters in a centimeter.
● How many millimeters are in a meter?
There 1000 millimeters in a meter.
● 2.5 cm = _25_ _mm?
● 87.2cm = _0 .872_ _m?
What are each of the above marks lined up with on the cm ruler?
a. 0 cm
b. 1.5 cm
c. 2.25 cm
d. 3.2 cm
Peak of Your Workout: Volume
Use your metric study guide, and the links below to respond to the questions that
follow.
B
2. The measurement of volume refers to an object's ___size______?
● The basic metric unit for volume is the l iter. Smaller amounts of liquid are typically
measured in milliliters, or ml's. A milliliter is the same size as a cubic centimeter
(meaning a 1cm x 1cm x 1cm cube)
How many milliliters do you think are in a liter?
1000 milliliters are in a liter.
● Volume can be determined by multiplying length x width x height of a solid object if the
object has consistent dimensions.
What is the volume of a block that is 2cm x 3cm x 4cm?
24 cm3
● Graduated cylinders are often used to measure the volume of a liquid. Graduated
cylinders come in all shapes and sizes, so it is important to determine what each
graduation, or line, stands for in ml’s.
What is the volume of water in this graduated cylinder?
43 ml.
C If the object has an irregular shape, you can measure its volume using the method of
displacement. Check out this video to review how displacement works.
● http://vimeo.com/104660742
●
Explain how to determine the volume of an object using displacement.
First, measure the volume of the water. Then, drop your object into the water
and measure the volume of the water now. Then find the difference between the
two measurements, and whatever the difference is the volume of the irregularly
shaped object.
Practice determining the volume of 12 irregularly shaped solid objects through this link:
● http://www.cstephenmurray.com/onlinequizes/chemistry/measuring/displacementmethod
.htm
What is the volume of the stone?
10.5
Cool Down: Length and Volume
Big Ideas: Respond to the following questions.
D
1. How many dimensions does length have? Give an example of a metric unit for
length.
Length has 1 dimension. An example of a metric unit for length would be meters.
2. How many dimensions does area have? Give an example of a metric unit for
area.
Area has 2 dimensions. An example of a metric unit for area would be
centimeters squared.
3. How many dimensions does volume have? Give an example of a metric unit for
volume.
Volume has 3 dimensions. An example of a metric unit for volume would be
meters cubed.
Density
I. Investigation Design
A. Problem Statement:
How do you use density to identify and unknown metal?
B. Hypothesis:
If density is known then unknown metals can be correctly identified because every metal has
it’s own density.
C. Independent Variable: x
Levels of IV
The type of copper bronze aluminum brass tin zinc
metal
D. Dependent Variable:y
The density of the metal
E. Constants: We always used water, not a How we weighed the objects
different liquid, for finding the to find the mass of each
The cylinders we put the volume of the metal sample
water and metal sample in
F. Control:
Water
G. Materials: (List with numbers)
1.A graduated cylinder
2. A triple beam balance
3.) A beaker (preferably not glass so it won’t break)
4.) 8 different samples of metals (copper, bronze, aluminum, zinc, brass, tin)
H. Procedures: (List with numbers and details)
1.) Weigh the objects on the balance
2.) Find the mass
3.) Fill up graduated cylinder with water and take note of how much is in the cylinder
4.) Submerged object in the cylinder
5.) Take note of the new amount of water in the cylinder
6.) Subtract the amount from the original quantity of water and the new quantity of water
7.) The resulting number is the volume, so divide this by the mass to get the density
8.) Compare the density we found to the official density of the metals we measured to
determine which metal is which
II. Data Collection
A. Qualitative Observations:
● The copper cube is a brownish-gold color, it’s quite heavy so it must be dense.
● The thin metal tube is a pale silver color, and it is very light, so it must not very dense
● The short copper tube looks like it’s made of the same material as a penny, it has the
same reddish brown color and it has a medium weight, it’s perhaps a bit lighter than i
expected it to be
B. Quantitative Observations: (Key data)
1. Data Table
Day 1 Day 2 Standard Deviation
8.55
Brass 9.88 8.58 0.02121320344
Copper 9.05
Bronze 11.44 9.48 0.2828427125
Copper 7.25
Tin 7.25 8.05 0.7071067812
Zinc 2.98
Aluminum 2.57 7.35 2.892066735
Aluminum
7.25 0
6.175 0.7601397898
2.8 0.1272792206
2.71 0.09899494937
2. Graph
3. Calculations
Show 3 Math Examples
Copper
D = m/v
D= 27 g
3 cm3
D = 9 g/cm3
1.) Copper
D= m/v
= (28.6)g/ (2.5)cm3
= 11.44 g/cm3
2.) Copper
D=m/v
= (266.9)g/ (27)cm3
= 9.88 g/cm3
3.) Zinc
D=m/v
= (24.7)g/ (4) cm3
= 6.175 g/cm3
III. Data Analysis/Conclusion
The purpose of the experiment was to find out what the unknown metals were by
calculating the density of the samples and comparing them to known values for the metals. Our
hypothesis is ‘if density is known then unknown metals can be correctly identified because every
metal has it’s own density.’ It is correct, but only if you know the densities of the metals you are
measuring beforehand.
The materials we need to conduct the experiment are a graduated cylinder, a triple beam
balance, a beaker (preferably not glass, with mL measurements), and eight samples of metal
(two copper samples, two aluminum samples, one tin sample, one brass sample, one bronze
sample, one zinc sample). The experiment we conducted went as follows: First, we measured
the mass of each sample of metal by weighing it on a triple beam balance and took note of the
number, then we filled a graduated cylinder with water and found the volume of each sample by
submerging the object in a set amount of water. We then took note of the amount of water that
was displaced and subtracted the initial amount from the current amount of water to find the
volume. We then took the mass of the sample and divided it by the volume to find the density.
We followed this procedure eight times, one for each sample of metal and recorded each
number we found (mass, before volume, after volume, difference in before/after volume,
density). We then conducted the same experiment following the same procedure the next day.
On Day 1, the densities for the metal samples were: Brass- 8.55 g/cm3, Copper- 9.88 g/cm3 ,
Bronze- 9.05 g/cm3, Copper- 11.44 g/cm3, Tin- 7.25 g/cm3, Zinc- 7.25 g/cm3 , Aluminum-2.98
g/cm3 , Aluminum- 2.57 g/cm3 . O n the second day of experimenting, these were the densities for
the metal we found: Brass-8.58 g/cm3 , Copper- 9.48 g/cm3, Bronze- 8.05 g/cm3 , Copper-7.35
g/cm3 , Tin-7.25 g/cm3 , Zinc- 6.175 g/cm3 , Aluminum-2.78 g/cm3, Aluminum- 2.8 g/cm3. Here are
the averages of each metal sample collected over the two day experiment: Brass- 8.565 g/cm3,
Copper- 9.68 g/cm3, Bronze- 8.55 g/cm3 , Copper- 9.395 g/cm3, Tin- 7.25 g/cm3, Zinc- 6.7125
g/cm3, Aluminum- 2.89 g/cm3 , Aluminum- 2.64 g/cm3 . As you can see, we there were two
different samples of copper and aluminum that we found the densities of, on both Day 1, and
Day 2.
As you can see from our data, without knowing the density of an object, it is impossible
to find out which metal is which, because every object has its own density, and that it the only
information you know about the objects. However, if you look up the density of the metals you
were measuring after you have found the densities of the samples you were measuring (like our
group did), then you could have identified the samples of metal by comparing the densities we
collected to the official densities. Some improvements we could’ve have made were to pay
attention to which sample we were experimenting on, since some of our measurements weren’t
the most accurate and we got confused on which densities belonged to which metals because
the objects weren’t experimented in alphabetical order. In the end, by finding the density of
every metal and comparing it to the official density found online, we were able to discover what
the unknown metals were.
● Density with plate tectonics, land/sea breezes, and bone health.
1. How does density relate to Plate Tectonics?
Density relates to plate tectonics because the density of the plate causes it to either rise
or sink and collide with another plate.. According to Introduction to Geological Sciences, “ The
driving force behind plate tectonics is buoyancy. Buoyancy arises from density differences….
Warm areas expand and become less dense (more buoyant) than their surroundings and rise.
Cold areas are more dense and thus sink. This density-driven rising and sinking is the process
of convection. The rate of convection is controlled by the magnitude of the density differences”.
To further explain, buoyancy is the cause of movement in plate tectonics. Buoyancy is the
difference in the density of plate tectonics, normally caused by temperature differences. Warm
areas will expand and become less dense, causing it to rise while colder areas will shrink and
become denser, making it sink. This whole process of temperature-caused density change that
makes tectonic plates rise or sink is called convection. How fast these plates rise or sink
(convection) is dependent on how dense each plate is. When convection occurs, plates will
collide and cause natural disasters such as earthquakes, tidal waves, and tsunamis. It can also
cause the formation of mountains and volcanoes. To find more information, reference these
sites: h ttp://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html,
https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes/plate-tectonic
s/a/mantle-convection-and-plate-tectonics, http://www.indiana.edu/~geol105/1425chap3.htm.
2. How does density relate to Land/Sea Breezes?
Density relates to land/sea breezes because the density of the air over land or
the ocean is what causes the breeze. For example, the land will absorb the heat from the
sun faster than the ocean will, so the warm air over the land will rise. That leaves low
pressure over the surface of the land. According to Climate Education K-12: Sea and
Land Breezes “ Over the water, high surface pressure will form because of the colder air.
To compensate, the air will sink over the ocean…. The w ind will blow from the higher
pressure over the water to lower pressure over the land causing the sea breeze.” These
roles reverse at night. The water is now warmer than the land, causing warm air over the
ocean to rise and forming low surface pressure. The cold air over the land will cause
high pressure area over the surface, and to compensate, the air will sink over the land.
This wind, a land breeze, will blow from the higher pressure over the land to the lower
pressure over the ocean. To learn more, go to these websites:
http://climate.ncsu.edu/edu/k12/.breezes,
http://science.jrank.org/pages/3800/Land-Sea-Breezes.html,
http://www.kidsgeo.com/geography-for-kids/0098-sea-land-breezes.php
3. How does Bone Density affect the health of a person?
Bone density affects a person’s health because it causes loss of bone strength. LOss in
bone strength can make it easier to break your bones, and as you might surmise, it is very hard
to stay healthy when your bones are breaking all the time. Women are at a greater risk for loss
in bone density than men after the age of 50 due to the reduction of the hormone oestrogen, a
hormone that regulates osteoclasts (a type of cell that destroys bone cells). To combat loss of
bone density, you can increase the levels of calcium in your diet and become more physically
active. According to the Mayo Clinic, “Research suggests that tobacco use contributes to weak
bones. Similarly, regularly having more than two alcoholic drinks a day increases the risk of
osteoporosis, possibly because alcohol can interfere with the body's ability to absorb calcium.”.
To learn more, reference these sites:
http://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/bone-health/art-20045060,
https://medlineplus.gov/bonedensity.html,
http://www.precisionnutrition.com/all-about-bone-health
Phase Changes of Matter
3. Activity: Phase Change of Water
Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
Construct a graph of your results. *Use Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?
The temperature of the water stayed the same for about a minute near the
beginning of the lab and near the end of the lab. I can infer that the times the
temperature stayed the same, the water was undergoing Heat of Fusion first
and Heat of Vaporisation second.
2. How would the graph be different if we tried this experiment with Gold?
Explain:
If we did this experiment with gold, the curve of the graph would be a lot lower
because it takes less energy to heat gold into a liquid due to its malleability. Not
only that, but the numbers to graph would be completely different because the
specific heats, heat of fusion, and heat of vaporisation are different for gold than
it is for water. The only thing that would remain the same is the pattern of
increase. There would still be periodic spots where the temperature would remain
the same when undergoing phase changes.
3. What is the role of energy during the phase changes?
Energy in the form of joules is the factor that decides whether or not the
medium can make a phase change, whether it be from solid to liquid, liquid to
gas, or solid to gas (via sublimation).
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
During the beginning of the experiment, the water was by definition at 0 degrees
Celsius because there was both liquid water and solid water in the beaker. As the
ice water’s molecules began to vibrate more, the ice water began to undergo a
phase change into liquid, the temperature of the water remaining the same for a
few minutes. As the molecules in the now fully liquid water vibrate even more, the
temperature of the water increases and the water begins to evaporate, slowly
phase changing to gas. The molecules in the steam are now separated and
floating apart.
5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)
As the water undergoes phase changes, the average kinetic energy changes.
For example, in the experiment, we boiled ice. Since we had to convert solid
to liquid, the average kinetic energy would increase at this point in time. In
the graph, this would be around 5-6 minutes into the experiment. When the
heat in the water has gotten high enough to the point where the water will
become vapor, the average kinetic energy will increase because the water is
now in a gaseous state and gas molecules are very free and floaty. In the
experiment, this would be around 18-20 minutes in.
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
However many joules it would take to boil ice in the 200 mL beaker it would take
twice as many joules to boil ice in the 400 mL beaker.
B. Temperature
Boiling point for both beakers are the same, therefore the temperature is the
same.
C. Average Kinetic Energy
The average kinetic energy for each beaker is the same. Since average kinetic
energy per particle is what defines heat, and heat in both beakers remains the
same, average kinetic energy is both beakers must also remain the same.
D. Specific Heat
Specific heat for both beakers are the same because both beakers contain solid
water.
E. Latent Heat (Define it)
The energy it takes to convert solid into a liquid, solid into a vapor, or liquid into a
vapor without changing the temperature of the medium.
7. Why do we put water in a car’s engine? Explain:
Because water can distribute heat very well, and since the friction in a car
engine creates heat, the water can distribute the heat evenly so one part of
the engine doesn’t melt and cause a breakdown.
Calculate Heat Energy: Change in temperature is the
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
difference between melting point and boiling point
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 1.93 x
104
Aluminum 65 g 95 660 2467 2500 0.21 5.8 x 106
Gold 65 g 15 1063 2800 377 0.03 4.7 x 104
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
Heat= mass * Hf usion
Heat= 65 g * 95 cal/g
Heat = 6175 calories
I melted the aluminum and it is now a liquid.
Heat= Mass * Change in Temperature * ΔT * Specific Heat
Heat = 65 g * 1807 C * 0.21 cal/gC
Heat = 24,665.55 calories
Heat = mass * H Vaporisation
Heat = 65 g * 2500 cal/g
Heat = 162,500 calories
6175 calories+24,665.55 calories+162500 calories
=193340.55 calories
=1.93 x 105 c alories
B. Gold
Heat= mass x H fusion
Heat= 65 g x 15 cal/g
Heat= 975 calories
I have now melted the gold
Heat = mass x ΔT x SH
Heat = 65g x 2976400cal/g x 0.03cal.gC
Heat = 5,803,980 calories
Heat = mass x H Vaporisation
Heat = 65 g x 377 cal/g
Heat = 24505 calories
975 calories+5803980 calories+24505 calories
= 5829460 calories
= 5.8 x 106 c alories
C. Water
Heat = mass x H Fusion
Heat = 65 g x 80 cal/g
Heat = 5200 calories
Heat = mass x ΔT x Specific Heat
Heat = 65 g x 100 C x 1 cal/gC
Heat = 6500 calories
Heat = mass x H Vaporisation
Heat = 65g x 540 cal/g
Heat = 35100 calories
5200 calories+6500 calories+35100 calories
= 46800 calories
= 4.7 x 104 calories
Graph your Results:
Questions:
1. How are the substances different?
The substances are different because they are different colors, they are composed of different
atoms, aluminium and gold are metal, they have different densities, and their
melting/boiling/specific heat numbers are different.
2. What is the difference between Heat and Temperature?
Heat is the amount of energy required to phase change a medium or the total energy of
molecular energy inside that medium, whereas temperature is the average amount of heat of
the molecules of a medium.
3. Place your Heat Energy results in Scientific Notation.
4. Why do metals have such low specific heats? How does this relate to Conductors?
Because they are good conductors, heat gets distributed throughout the metal easier. A lower
specific heat would mean that the medium has a higher melting point, which also makes metal a
good conductor.
5. How are Heat and Temperature different for the following pictures of boiling
water? Explain: (Hint: Use the Heat equation)
In the equation for heat, one factor is the mass of the medium you are boiling. Since there is a
bigger mass of water in the pictures, the amount of calories it takes to boil the water will be
different. It will also take longer for the water in the left picture to increase it’s temperature
because it has a bigger mass, and since temperature is the average heat, the average will be
lower for the entire ocean even if one spot is really extraordinarily hot. The water in the beaker
will increase it’s temperature quicker because there is less mass to heat. For heat, the total
amount of heat in both pictures could be the same but the temperature would greatly differ
because of the difference in mass.
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 2.6 x 104
Silver 37 g 26 961 2212 2356 0.057 9.07 x
102
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= mass x H fusion
Heat= 37 g x 80 cal/g
Heat= 2960 calories
Heat= mass x ΔT x specific heat
Heat= 37 g x 100 C x 1 cal/g
Heat= 3700 calories
Heat= mass x H vaporisation
Heat= 37 g x 540 cal/g
Heat= 19980 calories
2960 calories+3700 calories+19980 calories
=26640 calories
Scientific Notation:
2.6 x 104
B. Silver
Heat= mass x H fusion
Heat= 37 g x 26 cal/g
Heat= 962 calories
Heat= mass x ΔT x specific heat
Heat= 37 g x 1251 C x 0.057 cal/g
Heat= 2638.359 calories
Heat= mass x H vaporisation
Heat= 37 g x 2356 cal/g
Heat= 87172 calories
962 calories+2638.359 calories+87172 calories
=90772.359 calories
Scientific Notation:
9.07 x 102
Graph your Results:
Writing (_____ out of 4)
Questions:
1. How are Heat and Temperature different for the following pictures of boiling w ater?
Explain: (Hint: Use the Heat equation)
Heat is the amount of energy a molecule has. Temperature is the average amount
of energy a molecule has. So because the picture on the left has a higher mass, and one
of the factors of heat is mass, the temperature of the ocean would be lower than the
temperature of the water in the beaker. Even if both the beaker and the ocean have the
same amount of heat energy, the temperature would be lower in the ocean because there
is a bigger mass of water in the ocean than in the beaker. The average of the ocean’s
heat energy would be lower because there are more water molecules than in the beaker.
For example, if the heat energy of a water molecules in the ocean is 4789, and the heat
energy of a water molecule in the beaker is 4789, the temperature of the water in the
beaker and the temperature of the water in the ocean would be different because the
average of the heat energy of the ocean and the average of the heat energy in the beaker
is different.
2. How can you use the unit (cal/gC) to explain the difference between Water and Silver?
More cal/gC are used to cause a phase change in water than in silver. SIlver is a better
conductor, which means it can transfer heat energy better than water can. This means
more cal/gC are flowing through silver at a time than water.
3. Would it be possible for there to be solid oxygen on another planet? Explain:
Oxygen Melting Point: -218 C
Oxygen Boiling Point: -183 C
It is possible for oxygen to occur naturally on another planet. Considering the
melting point of oxygen, -218 C, a lower temperature could cause a phase change in the
oxygen. However, the planet would need to have a atmospheric temperature of at least
-219 C. Any temperature lower than -218 C can cause a phase change from a liquid to a
solid. Even If the oxygen already exists in a gaseous state, the oxygen would sublimate
in an environment with a atmospheric temperature of at least -219 C. To sum up, it is
possible for oxygen to exist in a solid form another planet as long as the atmospheric
temperature is -219 C or lower.
Classification of Matter:
Mixtures, Compounds, and
Elements
Heterogeneous Mixtures
Percentage Formula: Amount/Total x 100
Total g: Pennies+Misc.+Various Big Rocks+Sand+Small Rocks+Tiny Rocks+Fine Sand
and Detritus
=18.7 g+ 16.5 g+ 251.2 g+ 9.9 g+ 21.5 g+18.6 g+ 69 g
=405.4 grams
Pennies: 405.4 g/18.7 g x 100
=0.04612728169 g x 100
=4.612728169 %
Misc.: 405.4 g/16.5 g x 100
=0.04070054267 g x 100
=4.070054267 %
Various Big Rocks: 405.4 g/ 251.2 g x 100
=0.61963492846 g x 100
= 61.963492846 %
Sand: 405.4 g/ 9.9 g x 100
=0.0244203256 x 100
=2.44203256 %
Small Rocks: 405.4 g/21.5 g x 100
=0.05303404045 g x 100
=5.303404045 %
Tiny Rocks: 405.4 g/18.6 g x 100
=0.04588061174 x 100
=4.588061174 %
Fine Sand and Detritus: 405.4 g/ 69 g x 100
=0.17020226936
=17.020226936 %
Most of the pennies were oxidised and had some sort of odd whitish hard stuff on some
of them. The Miscellaneous were a tan plastic and were in strange, indiscernible shapes;
though if I had to say, they would be fossilised creatures and shells of some sort. The
rocks were normal, everyday rocks of the sort you would put next to your driveway or in
a koi pond.They were different shades of gray and sparkly. The sand was of a tan color
and rough to the touch. There were also some small rocks mixed in. The small rocks
were small and mostly a dark gray or brown. There was also some very small pieces of
wood mixed in. The tiny rocks were indeed tiny and they were mostly a brown or a dark
gray. They were too small to actually tell the color very well. The fine sand and detritus
was a lighter tan color than the sand, and it had small pieces of wood and extraordinarily
small pieces of rock mixed in as well. The rocks and sand are most likely carbon
compounds with a few exceptions. There could possibly be a few iron samples in the
mixture as well.
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 all the components are A mixture in which all the components are
non-uniform or different. You can easily uniform. You cannot easily distinguish
distinguish each component from each each component. For example:
other. For example:
- Sand and iron powder
- Pumpkins and rocks - Sand and sugar
- Keychains and computers - Sugar and flour
- Monkeys and pencil bags
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 SO4-2
Lithium +1 Nitrate NO3-1
Na 1 P O4- 3 (Sodium Phosphate)
=Na3 PO4
=(23)3 amu + (31)1 amu + (16)4 amu
=69 amu + 31 amu + 64 amu
= 148 amu
Na= 69/148 x 100
= 0.466 x 100
= 46.6%
P= 31/148 x 100
= 0.209 x 100
= 20.9%
O= 48/148 x 100
= 0.324
= 32.4%
Ca2 CO3 - 2 (Calcium Carbonate)
=Ca CO3
=Ca (CO3 ) 2
=(40) + ((12) + (16)3)2
=40 amu + (12 + 48)2 amu
=40 amu + 120 amu
=160 amu
Ca2= 40/160 x 100
= 0.25 x 100
= 25%
C2 = 24/160 x 100
= 0.15 x 100
= 15%
O6 = 96/160 x 100
= 0.6 x 100
= 60%
Li PO4- 3 (Lithium Phosphate)
= Li3 P1 O4
= (6.9)3 + (30.9)1 + (16)4
= 20.4 amu + 30.9 amu + 64 amu
= 115.3 amu
Li3 = 20.4/115.3 x 100
= 0.176
= 17.6%
P = 30.9/115.3 x 100
= 0.267
= 26.7%
O4 = 64/115.3 x 100
= 0.555 x 100
= 55.5%
K CO3 -2 (Potassium Carbonate)
= K2 CO3
= (39)2 amu + (12)1 amu + (16)3 amu
= 78 amu + 12 amu + 48 amu
= 138 amu
K2 = 78/138 x 100
= 0.565 x 100
= 56.5%
C = 12/138 x 100
= 0.086 x 100
= 8.6%
O3 = 48/138 x 100
= 0.347 x 100
= 34.7%
Conclusion: *Explain the difference between Mixtures and Compounds using evidence (Data)
from your charts.
A compound has a chemically bonded structure (For example, Sodium Phosphate, NaPO,
the sodium atom, phosphorus atom, and oxygen atom have formed ionic bonds with
each other, therefore creating the new molecule Sodium Phosphate.), whereas a mixture
has components that retain their own chemical structure. For example, in the mixture
with the large rocks and sand, the rocks would retain their silicon crystalline clump
structure and the sand would retain their crystalline structure of silicon dioxide.
*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.
When we filtered the sand (the solute) through the coffee filter with water (the solvent), all
that was in the beaker was slightly cloudy water. Heat energy was involved in the next
step of boiling the water away. The water was placed on the hot plate and heat energy
(calories) were required to make the water phase change from a liquid to a gas. The salt
in the sand was dissolved into the water when the sand was added to the water. The
sodium and chloride ions were dissolved in the water but kept from forming solid sodium
chloride because of all the interactions the ions were having with the water molecules.
Therefore, when the water began to boil away and evaporate, the sodium and chloride
ions solidified into sodium chloride, which is the salt at the bottom of the beaker.
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 monoxide…) B
K2 S O4 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 51.8%
Small Rocks 75 31.1%
Coarse Sand 32 13.2%
Iron 9 3.7%
Mixture B Mass (g) %
Large Rocks 205 52.6%
Small Rocks 58 14.9%
Coarse Sand 97 24.9%
Iron 29 7.4%
Calculation Examples ( Provide 2 Examples showing how you determined the Mass %)
(Mixture B)Total mass= 205 g + 58 g + 97 g + 29 g
=389 g
Iron= 29 g/389 g x 100
= 0.074 g x 100
= 7.4%
(Mixture A)Total mass= 125 g + 75 g + 32 g + 9 g
= 241 g
Coarse Sand= 32 g/241 g x 100
= 0.132 g x 100
= 13.2%
Graphs:
Mixture A
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Eleanor Boyd (Class of 2022) - Blue Science Portfolio (1)
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