Blue Team Science
Portfolio 2017-2018
Amy Zhang
Quarter 1
Quarter 1 Contents
Scientific Discoveries
Scientific Method Scavenger Hunt
Scientific Method Readings Practice
Scientific Method Presentation
Scientific Method Quiz
Cassini Spacecraft Article Summary
Metric Practice
Density
Density Lab Report
Density Quiz
Density Reflection
Phase Changes of Water Activity
Phase Changes Review
Phase Changes Quiz
Classification of Matter
Quiz: Classification of MAtter
Scientific Discoveries Presentation
https://docs.google.com/a/cheshire.k12.ct.us/presentation/d/1P-q9y-UfOeoJfBZEnwwKfSEjjQnZ
hUe8xig4BgWFt00/edit?usp=drive_web
Scientific Method Scavenger Hunt
Please visit the following websites, read carefully and respond to the questions.
Website 1: h ttp://www.biology4kids.com/files/studies_scimethod.html
Questions:
1. What is the scientific method?
● The Scientific Method is a process used by scientists to study the world around them
and test if a statement is accurate
● Question
● Hypothesis
● Experiment
● Observe/collect data
● Form conclusion
● Communicate results
2. What sample questions are given that science can answer?
● Why do dogs and cats have hair?
● What is that?
3. How does science allow the world to “advance, evolve and grow?”
● Science allows the world to “advance, evolve and grow” because all scientific
advancements have been made on achievements of other scientists, and so on, so our
knowledge of the world can “evolve and grow.”
4. What is the difference between inductive and deductive reasoning?
● Deductive reasoning is starting with specific facts and information and coming up with a
theory, while inductive reasoning is applying a theory into certain areas
Website 2: h ttp://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html
Questions:
1. Make some changes to the Lever.
2. What are the variables that you can change?
● Position of objects on each side
● Show mass labels, forces from object, and level of the Lever
● Measure of lever using ruler, Marks, or none
3. Conduct a simple experiment and discuss your basic results.
● Question: Will the Lever be balanced if you place the 10kg trash can on one side and the
two 5kg fire extinguishers on another side?
● Hypothesis: The Lever will be balanced if you place the trash can on an amount of
spaces from the fulcrum and the fire extinguishers on the same amount of spaces from
the fulcrum
● *Experiment*
● Results: The Lever was only balanced when you place the trash can 1 m away from the
fulcrum and the first fire extinguisher 0.5m away and the second 1.5m away from the
fulcrum
4. What were your observations?
● The two fire extinguishers were 1m apart
● The trash can was 1 m away from the fulcrum
● If you count in 0.5m intervals, the trash can is 2 intervals away from the fulcrum and the
fire extinguishers are 3 intervals away
● The weight of the trash can is double the weight of the fire extinguishers
● The trash can was 4 marks away from the fulcrum while the fire extinguishers were 4
marks away from each other
● The further an object goes away from the fulcrum, the more mass it has
Website 3: https://www.youtube.com/watch?v=OgS46ksAawk
Questions: Will a burnt candle, baking soda and vinegar, or just a oxygen preserve an
apple from oxidation?
1. Describe her basic experiment
Her experiment was inductive reasoning that focused on what would keep the apples
from browning the best, using a burnt candle, baking soda and vinegar, or just plain regular
oxygen
2. What are the variables?
● IV= Methods that will suck the oxygen away, thus decreasing oxidation of apples
● DV= Oxidation of Apples
3. Does she have Constants and a Control? Explain
She had Constants and a Control, her constants were to cover all the containers with
aluminum foil, a single slice of apple for each experiment, making sure the independent
variables did not affect the dependent variables, waiting for seven hours before examining, and
her Control was just a plain slice of apple left without any variables, so she could compare the
experimented results and the un-experimented results.
2. What were her results?
After seven hours, the apples weren’t as oxidized as she thought they would be, the
burnt candle had as much browning as the control, the baking soda and vinegar even had a bit
more browning than the control, and the control had a little browning along the edge, and along
the side of the cut on the other side.
Scientific Method Readings Practice
Name: Amy Zhang
Group:
Date: 9/13/17
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?
Brand of tennis balls
What is the dependent variable in the experiment?
Height each brand of tennis ball bounces
According to the passage, what was their hypothesis?
Their hypothesis was that the brand X tennis balls will bounce the highest because
they are the hardest to squeeze
Name three constants involved in the experiment.
1. Dropping each brand tennis ball at 15m above ground
2. Using a clay tennis court
3. Completing five trials for each tennis ball
Reading #2: Perfect 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.
What is the independent variable in this experiment?
Type of soil used for each pot
What is the dependent variable in the experiment?
Weight of each pumpkin grown from different soil
What was the hypothesis that Alberta, Megan, and Tom came up with in their
experiment?
Their hypothesis was that potting soil would work the best for growing pumpkin
seeds because it has plenty of organic material, which will help retain water
What are three constants in this experiment?
1. Same species of pumpkin planted in the soils
2. Watering with same amount of water
3. Placing all the pumpkins in greenhouse with same amount of sunlight
Reading #3: Soil Absorption b y 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?
Type of soil
2. What is the dependent variable in the experiment?
Amount of water that each soil absorbs
3. What was the hypothesis that Timmy, Tommy, and Tina came up with in their
experiment?
Their hypothesis was that the clay-based soil would hold the most water and that
the tennis court will be the best place for the garden
4. What are three constants in this experiment?
1. 50 g of each soil in the soil absorbency test
2. Test absorbency of each soil five times
3. Pour 100 mL of water into the soil
Reading #4: Streambed Erosion by Shawn Pelletier
“I feel that the sand will erode the least,” stated Jim. Jim and Sally were having a
discussion about which type of sediment that made up the bed of Wakooie Stream
would erode the least over time. “I think the small rocks at the bottom of the stream
will erode the least because they are heavier than the sand,” said Sally. “The sand is
going to erode the least because it is packed at the bottom of the stream, giving the
sand particles extra strength to stay in place. I’m correct and you are wrong!” said
Jim. Jim and Sally decided to investigate which type of particle at the bottom of
Wakooie Stream would erode the least. Jim and Sally developed a test to see who
was right. Jim and Sally took three different sediments from the streambed: sand
particles, small rock particles, and large rock particles. They collected 100 mL of
each sediment. Next, Jim and Sally took a 4-foot plastic container with sides and
propped one side of the container onto three blocks of wood that measured 5
inches in height. This created a ramp. Seven inches from the top of the ramp, Sally
drew a square box. The square box that Sally drew was where they would place the
sediment during each trial. Meanwhile, Jim measured 1,000 mL of tap water. Jim and
Sally did the experiment once the materials were collected. First they placed the 100
mL of sand sediment in the square that was drawn by Sally. Then they poured the
1,000 mL of tap water from the top of the container, allowing the tap water to run
into the sediment as it traveled downhill. The water was acting like the flow of a
stream in this investigation. When the water came to a stop at the bottom of the
container, Sally and Jim placed the soil that did not wash away (the soil remaining in
the square Sally drew) into a 100 mL beaker and measured how much soil had been
eroded away. Each type of sediment was tested three times in this manner. After
each trial was conducted, Jim and Sally found the average for how much soil
eroded away and discovered which sediment eroded the least and which sediment
eroded the most.
1. What was Jim’s hypothesis in the experiment?
Jim’s hypothesis was that sand eroded away the least because it is compressed at
the bottom of the stream, giving it more strength and therefore making it less
susceptible to eroding away
2. What is the independent variable?
Type of sediment from Wakooie Stream
3. What is the dependent variable?
Amount of sediment that eroded away over time
4. Name three constants in the experiment.
1. 100 mL of each sediment into the square box
2. 1,000 mL of water poured down the ramp into the square box
3. Testing experiment 3 times
Scientific Method Presentation
https://docs.google.com/presentation/d/1-z-Ksd4xXY0T-hBA7WFMBN3sxTuqr6dVJfSz3i-Bmsk/
edit#slide=id.g35f391192_00
Scientific Method Quiz
Directions: Read the following description of an experiment and complete the
components of the scientific method.
Experiment:
Option #1: Patrick believed that fish would become smarter and complete a maze
faster if they ate food that was placed in a microwave first. He had 100 fish that he
could use for the experiment. He evaluated their intelligence based on their time to
complete the maze.
Option #2: Mr. Smithers believed that Caffeine may make people more alert. Mr.
Smithers tested 100 people by using their scores in the same video game. Devin had
3 different brands of drinks with 10 g, 20 g, and 30 g of caffeine respectively. He
measured their scores on a video game that had a range of 0-1000 points. Some of
the players were not given caffeine drinks. on the game
*Help Mr. Smithers design an effective experiment and write a conclusion that
analyzes your results.
Problem Statement
Will caffeine make people more alert?
Hypothesis
If people are given more caffeine, it may make them more alert
Independent Variable
Brand of drinks: Grams of Amount of drink Amount of Amount of
caffeine sugar in drink calories in drink
Dependent Variable
Scores on a video game
Constants (Pick 2)
The amount of playing time for each player Making sure they did not have caffeine 24
hours before testing
Control
Some people were not given caffeine drinks to play the video game
Basic Procedures:
(List 5-8 steps)
1. Create a hypothesis
2. Split the group of 100 people into 3 groups that would each get the different
brands of drinks with caffeine in them, with some people not getting the drink
3. Give them each drink 5 min before game, with the exception of some people
4. Let them play at same time, in isolation for the best focus range
5. Collect and analyze their scores when finished
6. Make a data table and graph
7. Create a conclusion and reflect on hypothesis
8. Share your results
High High High High High
Data Table: (Place data table here) Scores Scores Scores Scores Scores
High High High High
scores Scores Scores Scores
Drink(10g) 10 345 500 46 34 89 78 65 12
Drink(20g) 456 787 123 567 890 990 1000 976 987
Drink(30g) 23 1 2 63 13 55 0 94 11
Control 166 145 100 455 332 231 432 98 298
Graph: (Place graph here)
Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
In conclusion, the purpose of this experiment was to test if the amount of caffeine will
make people more alert. Our hypothesis was, the more caffeine you drank, the more alert
you were. We can test this using a video game, which specifically stimulates a person’s
alertness, and then read their resulting score, and the higher it is, the more alert the player
was. As you can see from the data table and graph, people who drank a beverage
containing 20g of caffeine did the best, while people who drank a beverage with 30g of
caffeine did the worst. This heavily contrasted against our original hypothesis because it
turned out, more caffeine does make you more alert in the beginning, but if you take too
much, you can become less alert and end up being lethargic. Some improvements we
could’ve made was to make sure that some of the testers did not have any background
information or ability at the game, because it might affect the outcome of the experiment if
more people were better at the game than others. To sum up, more caffeine does make you
more alert, but a strong amount eventually wears off and makes you less alert than people
who don’t take it in the first place.
Cassini Spacecraft Article Summary
“Back to saturn? Five Missions proposed to
follow Cassini”
Ever since the farewell of NASA’s famous spacecraft Cassini, it has solved
unknown mysteries, taking captivating pictures of Saturn’s rings and moons, and
most importantly, bringing back a series of new questions. In a latest round of
scientific competition called New Frontiers, which tries to obtain ideas for future
missions from scientists and engineers, each have their own destination. But it’s clear
that in order to figure out our unanswered, we need to explore more of the solar
system.
Link here:
http://www.post-gazette.com/news/science/2017/O9/17/back-to-saturn-five-missions-proposed-t
o-follow-cassini/stories/2017O91701/62#
Metric Practice
34.2 cm = 0.342 m
4500 mg = 4.5 g
7.2 L = 7200 mL
2.35 km = 2350 m
8600 m = 8.6 km
2000 mg = 2 g
104 km = 104,000 m
5.6 kg = 5600 mg
8 mm = 0.8 cm
5L = 5,000 mL
198 g = 0.198 kg
75 mL = 0.075 L
50 cm = 0.5 m
5.6 m = 560 cm
16 cm = 160 mm
2500 m = 2.5 km
65g = 6500 mg
6.3 cm = 63 mm
120 mg = 0.12 g
Density
The density of an object depends on its mass and volume
Mass = Amount of matter in the object
Volume = Amount of space that object takes up in 3D
How does Density relate to Plate Tectonics?
Plate Tectonics are the motions of the Earth’s tectonic plates, that can have a
large impact on Earth in forming mountains.
Density relates to Plate Tectonics because the tectonic plates rely on the
varying densities in order to move. According to I ntroduction to Geological Sciences
Week 9, “ In the mantle, density differences are a function of variations in
temperature. 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 a process of convection.”
Without the process of convection, Earth’s
tectonic plates would not move, therefore
completely stop the movement of Plate
Tectonics.
Plate Tectonics relate to the metal
density experiment because they depend on
density to function. Without the variations in
temperature that act like density differences,
convection currents would not form and therefore the process of Plate Tectonics
would not exist. The same holds true for the metal density experiment. There was no
virtual way to find out what metal each object was because you didn’t know
anything about it except for its density. Only through comparison of densities could
you find out the answer. To conclude, both Plate Tectonics and the metal density
experiment made use of density.
Citations
https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes/plate-tectonics/a/plates
-on-the-move
http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html
Density Lab Report
Investigation Title: Identification of Unknown Metals
I. Investigation Design
A. Problem Statement:
How do you use density to identify an unknown metal?
B. Hypothesis:
If density is known then unknown metals can be correctly identified because every metal
has its own density.
C. Independent Variable:
Levels of IV
The type copper bronze aluminum brass tin zinc
of Metal
D. Dependent Variable:y
The density of the metal objects
E. Constants:
The cylinders we used to put We always used water, not How we weighed the objects
the water and object in a different types of liquid for to find the mass
the experiment
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. Keeping note of the result, fill up the beaker with water large enough to surround the
entire object. Remember the water volume.
3. Drop the object into the beaker, and make note of the new water volume
4. Subtract the new water volume from the original water volume, which gives the
density of a particular object
Density Lab
Name: A my Zhang
Class: S cience 3
Date: 9 /26/17
Volume Before Volume After Volume Density
Object Mass(g) (mL) (mL) Object (cm3) (g/cm3)
A 68.4 50 58 8 8.55
B 266.9 50 77 27 9.88
C 72.4 50 58 8 9.05
D 28.6 50 52 2.5 11.44
E 29 50 54 4 7.25
F 29 50 54 4 7.25
G 23.9 50 58 8 2.98
H 29.54 50 61.5 11.5 2.57
Unknown Objects
1 Volume Density
2 Mass (g) Volume Before Volume After Object (g/cm3)
3
29 50 54 4 7.25
4
24.7 51 55 4 6.175
5 265.6 150 178 28 9.48
6 68.7 50 58 8 8.58
7 29.4 56 60 4 7.35
30 51 62 11 2.71
72.5 52 61 9 8.05
8 22.4 50 58 8 2.8
Density Quiz
1. Pure Gold has a Density of 19.32 g/cm3 . How large would a piece of gold be if
it had a mass of 318.97 g?
a. V = M/D
b. V = 318.97 g/19.32 g/cm3
c. V = 16.5 cm3
2. Calculate the density of sulfuric acid if 35.4 mL of the acid is 65.14 g.
a. D = M/V
b. D = 65.14 g/35.4 mL
c. D = 1.8 mL
3. 28.5 g of iron shot is added to a graduated cylinder containing 45.5 mL of
water. The water level rises to the 49.10 mL mark. From this information,
calculate the density of iron.
a. D = M/V
b. D = 28.5 g/ 4.5 mL
c. D = 6.3 mL
4. The density of silver is 10.49 mL/cm3. If a sample of pure silver has a volume
of 27 cm3 , what would be its mass?
a. M = D*V
b. M = 10.49 mL/cm3 * 27 cm3
c. M = 283.23 mL
5. 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?
a. D = M/V
b. D = 48.3 g/34.5 cm3
c. D = 1.4 g/cm3
Density Reflection
The purpose of the experiment was to find out what the unknown set of metals were
by calculating the density of the samples and comparing them to known values for the
metals. The hypothesis was: ‘if density is known then unknown metals can be correctly
identified because every metal has its own density.’ Because in order to to find density, you
need to know the mass and volume, so we measured the mass on a scale and then used the
water-displacement method to find the volume, and from there on calculated the density.
We then conducted the same experiment following the same procedure the next day with
the other set of metals. 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 is the only information you know about the objects. 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.
Phase Changes of Water Activity
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 stayed the same during the first and last section of the graph, and this is
because it takes extra joules to convert one matter into a different one, which is why we
need to use formulas such as Heat of Fusion and Heat of Vaporization
2. How would the graph be different if we tried this experiment with Gold? Explain:
The graph would be different because since the density of Gold would differ from water, it
takes a different amount of joules needed to change the states of gold.
3. What is the role of energy during the phase changes?
The role of energy during phase changes is to change the molecules inside an element,
either by adding heat or cooling, which creates a new state of matter
4. Describe the motion of the molecules
throughout the experiment. Find
diagrams that show the motion.
When a substance starts out solid, the
molecules are tight, compact, and move
only slightly. But as more energy is
added, the molecules start moving around
more and this breaks the solid structure, and thus turns into a liquid state, and as even
more energy is increased, the molecules separate completely and float around each other.
5. How does the Average Kinetic Energy change throughout the experiment? (Be specific)
The average kinetic energy slowly increases throughout each state of matter, changing the
substance’s arrange of molecules
Data Table
Time(min) Temperature
(C)
0.5 4
1 6.66
1.5 10
2 10
2.5 13
3 15
3.5 18
4 27
4.5 29
5 36
5.5 36
6 42
6.5 49
7 53
7.5 56
8 60
8.5 64
9 66.6
9.5 70
10 72
10.5 75
11 76
11.5 79
12 80.5
12.5 82
13 83
13.5 85
14 87
14.5 87
15 87
15.5 91
16 91
16.5 90
17 91
17.5 91
18 91
18.5 92
19 93
19.5 95
20 96
20.5 96
Graph:
Phase Changes Review
Calculate Heat Energy:
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH * *Change in temperature is the difference
between melting point and boiling point
*Always put answers in scientific notation
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 = Mass * Hf usion
Heat = 65g * 95 cal/g
Heat = 6175 cal
I melted the aluminum and now it’s a liquid
Heat = Mass * Change in Temperature * Specific Heat
Heat = 65g * Δ 1807 * 0.21cal/g
Heat = 24665.55 cal
Heat = Mass * Hvaporization
Heat = 65g * 2500cal/g
Heat = 162,500 cal
162,500 = 1.625 * 105 c al
B. Gold
Heat = Mass * Hf usion
Heat = 65g * 15cal/g
Heat = 975 cal
I melted gold and now it’s a liquid
Heat = Mass * Change in Temperature * Specific Heat
Heat = 65g * Δ 1737 * 0.03cal/g
Heat = 3387.15 cal
Heat = Mass * Hvaporization
Heat = 65g * 377 cal/g
Heat = 24,505 cal
24,505 = 2.4505 * 104
C. Water
Heat = Mass * Hf usion
Heat = 65g * 80 cal/g
Heat = 5200 cal
Heat = Mass * Change in temperature *Specific Heat
Heat = 65g * Δ 100 * 1cal/g
Heat = 6500 cal
Heat = Mass * Hvaporization
Heat = 65g * 540 cal/g
Heat = 35,100 cal
35,100 cal = 3.51 * 104
Questions:
1. How are the substances different?
a. The substances are different because because they are made out of
contrasting molecular structures
2. What is the difference between Heat and Temperature?
a. Heat is the amount of energy that flows from one object to another, and
temperature is the degree or intensity of heat of an object
3. Place your Heat Energy results in Scientific Notation
a. Gold(2.4505 * 104)
b. Aluminum(1.625 * 105 cal)
c. Water(3.51 * 104)
4. Why do metals have such low specific heats? How does this relate to Conductors?
a. Metals have low specific heats because it takes less energy for metals to
absorb heat and change the structure of its molecules, and this relates to
conductors because conductors are substances that absorb heat very well
without producing as much energy as substances that are not conductors.
5. How are Heat and Temperature different for the following pictures of boiling
water? Explain: (Hint: Use the Heat equation)
Heat and temperature are different for the following pictures of boiling water because the
picture with the boiling water ocean will have more heat and a higher temperature than the
boiling water contained in a beaker, because according to the heat equations, the more mass
an object has, the more heat it uses to reach it to the boiling point, and thus, the temperature
and heat must be higher/greater than something with less mass.
Phase Changes Quiz
Calculate Heat Energy: * SH
Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. ( C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:
Metal Mass Heat of Melting Specific Heat
Fusion Pt. (C) Heat Energy
(cal/g) (cal/gC) (cal)
Water 37 g 80 0 100 540 1
Silver 37 g 26 961 2212 2356 0.057
Directions: Determine the Heat Energy required to completely evaporate the substances in the
data table.
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Water
Heat = 37g * 80 cal/g
Heat = 2960 cal
Heat = 37g * Δ 100 cal * 1 cal/g
Heat = 3700 cal
Heat = 37g * 540 cal/g
Heat = 19,980 cal
Scientific Notation: 1.998 * 104 cal
B. Silver
Heat = 37g * 26 cal/g
Heat = 962 cal
Heat = 37g * Δ 1251 cal * 0.057 cal/g
Heat = 2,638.359 cal
Heat = 37g * 2356 cal/g
Heat = 87172 cal
Scientific Notation: 8 .7172 * 104
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 and Temperature are different for the following pictures of boiling water because
even though the temperature is the same, the amount of heat required is different, because an
ocean of boiling water has more mass than a beaker of boiling water, so according to the heat
equation, it requires more energy because the mass is heavier, so therefore needs more heat to
turn it into boiling water.
2. How can you use the unit (cal/gC) to explain the difference between Water and Silver?
You can use the unit (cal/gC) to explain the difference between Water and Silver
because that unit measures the amount of energy needed to heat or freeze an object, so you
can use the different amounts to compare and contrast the changes in energy in Water and
Silver.
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 may be possible for there to be solid oxygen on another planet, but then the planet’s
environment would have to be very, very, cold, because oxygen is naturally a gas at room
temperature and for it to change into a solid phase it would have to undergo a freezing process
that would bring the surrounding area to temperatures extremely low.
Classification of Matter
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
Sodium Sulfate: Na1 So4-2
Sodium Atomic Mass Weight: 23 amu
Sulfur Atomic Mass Weight: 32 amu
Oxygen Atomic Mass Weight: 16 amu
Sum: (23*2) + 32 + (16*4) = 46 + 32 + 64 = 142 amu
Sodium Atomic Mass %: (46/142) * 100 = 32%
Sulfur Atomic Mass %: (32/142) * 100 = 23%
Oxygen Atomic Mass %: (64/142) * 100 = 45%
Calcium Nitrate: Ca2 NO3-1
Calcium Atomic Mass Weight: 40 amu
Nitrogen Atomic Mass Weight: 14 amu
Oxygen Atomic Mass Weight: 16 amu
Sum: 40 + (14*2) + (16*6) = 40 + 28 + 96 = 164 amu
Calcium Atomic Mass %: (40/164) * 100 = 24%
Nitrogen Atomic Mass %: (28/164) * 100 = 17%
Oxygen Atomic Mass %: (96/164) * 100 = 59%
Lithium Phosphate: LiPO4 - 3
Lithium Atomic Mass Weight: 7 amu
Phosphorus Atomic Mass Weight: 31 amu
Oxygen Atomic Mass: 16 amu
Sum: (7*3) + 31 + (16*4) = 21 + 31 + 64 = 116 amu
Lithium Atomic Mass %: (21/116) * 100 = 18%
Phosphorus Atomic Mass %: (31/116) * 100 = 27%
Oxygen Atomic Mass %: (64/116) * 100 = 55%
Potassium Carbonate: KCO3-2
Potassium Atomic Mass: 39 amu
Carbon Atomic Mass: 12 amu
Oxygen Atomic Mass: 16 amu
Sum: (39*2) + 12 + (16*3) = 78 + 12 + 48 = 138 amu
Potassium Atomic Mass %: (78/138) * 100 = 57%
Carbon Atomic Mass %: (12/138) * 100 = 9%
Oxygen Atomic Mass %: (48/138)*100 = 35%
Quiz: Classification of Matter
QUIZ: Classifying Matter
I. Directions: I dentify the following as either a Heterogeneous Mixture, Homogeneous Mixture,
Element or Compound. Write the following letters in Column B for your choices:
A. Heterogeneous
B. Homogeneous
C. Element
D. Compound
Column A Column B
Salad A
Copper C
Lemonade B
Rocks, sand, gravel A
Salt Water B
Gold C
Sodium Chloride ( NaCl) D
Air (Oxygen, nitrogen, carbon monoxide…) D
K2S 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 52%
Small Rocks 75 31%
Coarse Sand 32 13%
Iron 9 4%
Mixture B Mass (g) %
Large Rocks 205 53%
Small Rocks 58 15%
Coarse Sand 97 25%
Iron 29 7%
Calculation Examples (Provide 2 Examples showing how you determined the Mass %)
Large Rocks Mass: 125g
Total Mass of Mixture A: 241g
Large Rocks Mass %: (125g/241g)*100 = 0.52*100 = 52%
Small Rocks Mass: 75g
Total Mass of Mixture A: 241g
Small Rocks Mass %: (75g/241g)*100 = 0.31*100 = 31%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2SO4 - Potassium Sulfate
(Show Math Here)
Potassium Atomic Weight: 39 amu
Sulfur Atomic Weight: 32 amu
Oxygen Atomic Weight: 16 amu
Sum: (39*2) + 32 + (16*4) = 78 + 32 + 64 = 174 amu
Potassium Atomic Mass %: (78/174)*100 = 45%
Sulfur Atomic Mass %: (32/174)*100 = 18%
Oxygen Atomic Mass %: (64/174)*100 = 37%
Na3 PO4 - Sodium Phosphate
(Show Math Here)
Sodium Atomic Weight: 23 amu
Phosphorus Atomic Weight: 31 amu
Oxygen Atomic Weight: 16 amu
Sum: (23*3) + 31 + (16*4) = 69 + 31 + 64 = 164 amu
Sodium Atomic Mass %: (69/164)*100 = 42%
Phosphorus Atomic Mass %: (31/164)*100 = 19%
Oxygen Atomic Mass%: (64/164)*100 = 39%
Graphs:
K2 SO4 - Potassium Sulfate
Na3P O4 - Sodium Phosphate
Na3PO4 - Sodium Phosphate
IV. Conclusion:
1. Explain the difference between Mixtures and Compounds using data. Compare the pie
charts.
The difference between mixtures and compounds is that mixtures are
combinations of chemical solutions while compounds are combinations of elements that
usually have the same ratio of elements combined together. For example, lemonade is
just a combination of lemon juice, sugar, and water. They don’t have a fixed ratio.
However, the compound Na3 PO4 will always have the same amount of sodium,
phosphorus, and oxygen no matter the amount or size of the compound. The first two pie
charts depict the amount of each material in percentages from two heterogeneous
mixtures, while the last two depict the amount of each material in percentages from two
compounds. No matter the percentage amount of any material in the first two pie charts,
the mixture will still be heterogeneous. In contrast, even a slight change of the
percentage of elements that make up a compound in the last two charts can change its
form.
2. E xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
I separated the salt from the sand by using a coffee filter and pouring water so it
can act like a solvent and catch all the salt compounds. Once the water and salt mixture
had been collected into a beaker, the salt was starting to dissolve into the water since it’s
a solute, so I had to place it on a hot plate to heat up the water in order to separate it from
the salt. Since the water has a higher boiling point, it was evaporated first and what was
left behind was the salt.
Quarter 2
Quarter 2 Contents
Solubility Graph Practice
Solubility Quiz
Chemical Demos
Law of Conservation of Mass Presentation
Chemical Reactions Quiz
Atomic Structure Portfolio
Solubility Graph Practice
Solubility Data*
Salt Name Chemic Tempe
al
rature
Formul (○ C)
a
0 10 20 30 40 50 60 70 80 90 100
Ammonium NH4 Cl 29.4 33.3 37.2 40.9 45.8 50.8 55.2 60.4 65.6 70.5 77.3
Chloride
Potassium KNO3 13.9 21.2 31.6 45.3 61.4 83.5 106.0 134. 152. 171.7 192.3
Nitrate 9 5
Sodium NaNO3 73 79 87.6 95 102 112 122 135 148 163 180
Nitrate
Barium Ba(OH 1.67 2.8 3.89 5.1 8.22 13.2 20.94 48.7 101. 136.2 171.5
Hydroxide )2 4
Potassium KCl 28.1 31.2 34.2 36.9 40 43.1 45.8 48.4 51.3 53.4 56.3
Chloride
Lithium LiCl 69.2 74.8 83.5 84.9 89.8 91.5 98.4 104. 112 122.6 128
Chloride 9
Potassium K2 S O4 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19.8 21.4 22.9 24.1
Sulfate
Sodium NaCl 35.7 35.8 36.0 36.2 36.5 36.8 37.3 37.6 38.1 38.6 39.2
Chloride 47.0 56.0 67.5 80.0
206
Copper (II) 192
Sulfate CuSO4 14.3 17.4 20.7 24.2 28.7 33.8 40.0
(Anhydrous)
Potassium KI 128 144 162 176
Iodide
* Solubility values are given in grams of salt per 100 grams of water
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 NaCI varies with the temperature of the water, when the water
temperature increases, the quality of solubility also increases, in small increments that when graphed,
create a line with a relatively flat slope. In addition, using the data table above, you can clearly see
that when the water temperature increases, the solubility goes up, though only a few compared to
the other chemical compounds. Thus, the graph and the data table both prove that the solubility of
NaCI varies, and increases slightly, with the temperature of the water.
1. What generalization can you make about the relationship between solubility
and temperature? Provide Evidence (Data)
From my assumption, the relationship between solubility and temperature is that
when the temperature of a solvent increases, so does the solubility of the solute, and when
solvent temperature decreases, so does solubility, though it is to be kept in mind that every
compound has its own unique rate of change between temperature of the solvent and
solubility. For example, approximately 33 g of Ammonium Chloride dissolves at 10 ○ C in 100 g
of water, and at 20 ○ C , around 37 g of Ammonium Chloride can dissolve in 100 g of water. So
when temperature increases, so does the solubility of a solute.
Solubility Curve Practice Problems Worksheet 1
You'll notice that for most substances, solubility increases as temperature increases.
As discussed earlier in solutions involving liquids and solids typically more solute can
be dissolved at higher temperatures. Can you find any exceptions on the graph?
Ce2( SO4) 3
Here's an example of how to read the graph. Find the curve for KClO3.
At 30°C approximately 10g oafpKpCrolOxi3m wailtledlyiss4o0l°vCe in 100g of water. If the
temperature is increased to 80°C, of the substance will dissolve
in 100g (or 100mL) of water.
Directions: Use the graph to answer the
following questions. REMEMBER UNITS!
1) What mass of solute will dissolve in 100mL
of water at the following temperatures?
A. KNO3 at 70°C
a. 130 g
B. NaCl at 100°C
a. 40 g
C. NH4aC . l at 90°C
70 g
D. Which of the above three substances is
most soluble in water at 15°C?
a. KNO3
Types of Solutions
On a solubility curve, the lines indicate the concentration of a s aturated solution -
the maximum amount of solute that will dissolve at that specific temperature.
Values on the graph showing a curve represent unsaturated solutions - more
solute could be dissolved at that temperature.
Label the following solutions as saturated or unsaturated. If unsaturated, write how
much more solute can be dissolved in the solution.
Solution Saturated or Unsaturated? If unsaturated: How much more
A solution that contains 70g of Unsaturated ssoolluutteionca? n dissolve in the
NaNO3 at 30°C (in 100 mL H2 O) Around 25g
Saturated
A solution that contains 50g of
NH4 Cl at 50°C (in 100 mL H2 O )
Saturated
A solution that contains 20g of
KClO3 at 50°C (in 100 mL H2O)
Around 60g
A solution that contains 70g of KI Unsaturated
at 0°C (in 100 mL H2 O )
Homework – Use the Solubility Graphs on Page 1
1. A. What is the solubility of KCl a t 5°C?
a. Around 28 g
B. What is the solubility of KCl at 25°C?
a. Around 35 g
C. What is the solubility of Ce2 (SO4 )3 at 10°C?
a. Around 14 g
D. What is the solubility of Ce2 (SO4 )3 at 50°C?
a. Around 5 g
2.
A. At 90°C, you dissolved 10 g of KCl in 100 g of water. Is this solution saturated
or unsaturated?
a. Unsaturated
B. How do you know?
a. If you look at the graph above, you can see that the saturation level for
KCI at 90°C is around 52 g, so for only 10 g, there is not enough solute
for the solution to be saturated. 10 g of KCI it lies below the saturation
level, thus it is unsaturated.
3. A mass of 100 g of NaNO3 is dissolved in 100 g of water at 80ºC.
A. Is the solution saturated or unsaturated?
a. Unsaturated
B. As the solution is cooled, at what temperature should solid first appear in the
solution? Explain.
a. Solid should first appear in the solution when the temperature starts to
go below approximately 35°C. Since solid forms in a solution when it
becomes supersaturated, the goal is to look at the graph and find the
place where 100 g of NaNO3 is above the saturation level for the
solution, because a solution is supersaturated when there is too much
solute and the temperature is too low. The only place where the
solution can be supersaturated is if the temperature goes below
approximately 35°C.
4. Use the graph to answer the following two questions:
A. Which compound is most soluble at 20 ºC?
a. KisCtIhOe3 least
B. Which soluble at 40 ºC?
a. KI
5. Which substance on the graph is l east soluble at 10°C?
A. KI
6. A mass of 80 g of KNO3 is dissolved in 100 g of water at 50 ºC. The solution is
heated to 70ºC. How many more grams of potassium nitrate must be added to
make the solution saturated? Explain your reasoning (S ee question #2 on the
other side for a hint)
80 g of KNO3 would already be saturated at 50 ºC
Elements Review:
Formula # of atoms in formula If the following amounts of solute are dissolved
in 100 mL of water: Is the solution S ATURATED
Example: Na = 1
NaCl OR U NSATURATED
Cl = 1 3 grams dissolved at 0º C
Formula
SATURATED
# of atoms in formula
If the following amounts of solute are dissolved
K = 1 in 100 mL of water: Is the solution S ATURATED
KI I = 1
Ce = 1 OR U NSATURATED
Ce(S O4) 3 S = 3 120 grams dissolved at 0ºC
O = 12
N = 1 SATURATED
NH4C l H = 4 7.2 grams dissolved at 70º C
CI = 1
SUPERSATURATED
11 grams dissolved at 46.7ºC
UNSATURATED
Solubility Quiz
Name: Amy Zhang Class: S3
QUIZ: Solubility and Naming Compounds
Part I.
Directions: Write the symbol of the element with the charge
1. Sodium Na +1
2. Neon Ne +0
3. Nitrate NO -1
4. Nitrogen CI -1
5. Magnesium Mg +2
6. Silver Ag +1
7. Sulfur S -2
8. Phosphorus PO4 -3
9. Aluminum Al +3
10. Calcium Ca +2
Part II.
Directions: W rite the name of the compounds given below
11. Na3PO4 Sodium Phosphate
12. Li2( SO4) LIthium Sulfate
13. (NH4 )2C O3 Ammonium Carbonate
14. MgCI2 Magnesium Chloride
15. Ca(NO3 ) 2 Calcium Nitrate
16. B eF2 Beryllium Fluoride
Part III.
Directions: Write the chemical formula for the following compounds (Use your ions):
17. Calcium carbonate
Ca+2 C O3-2
CaCO3
18. Ammonium phosphate
NH+ 4 PO4- 3
NH3 ( PO4 )
19. Magnesium hydroxide
Mg+2 OH-
Mg(OH)2
20. Potassium sulfate
K+1 SO42
K2 S O4
Part IV.
Directions: Determine the Mass % of Oxygen in A l2 (SO4 ) 3 or AgNO3
Atomic Mass: A l (27) S (32) O (16) Ag (108) N (14)
Silver: 108 amu
Nitrogen: 14 amu
Oxygen: (16*3) = 48 amu
Sum: 170 amu
Mass % of Oxygen: 48/170 = 28%
Part V.
Directions: Write an essay about the graph below. U se data!
Vocabulary: Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams,
solubility, chemical formula
According to the solubility graph, the point that is being shown is supersaturated,
meaning that there is too much solute of the solvent to dissolve at 15 C, the given
temperature. In detail, there are so many ions of the solute that they all can’t combine with
the solvent’s ions, so they settle, or precipitate, at the bottom. In order to make the solution
saturated, you either need to decrease the amount of solute to 25g or increase heat and
temperature to 38 C. In conclusion, the solution is supersaturated, and the only ways to solve
that is to decrease the amount of solute or increase the temperature by a certain amount
according to the solubility graph.
Chemical Demos
Conservation of Mass 1 CO2
Reaction 1:
Single Replacement +
2 NaHCO3 → 1 Na2 CO3 + 1 H2 O
Observations:
Determine the Weight (AMU) of the reactants and the products
Sodium: (23*2) = 46 amu
Hydrogen: (1*2) = 2 amu
Carbon: (12*2) = 24 amu
Oxygen: (16*6) = 96 amu
Sum: 168 amu
Mass % of Sodium: 27%
Mass % of Hydrogen: 1%
Mass % of Carbon: 14%
Mass % of Oxygen: 58%
Reaction 2
Synthesis
2 Mg + 1 O2 → 2 MgO
Determine the Weight (AMU) of the reactants and the products:
Magnesium: (24*2) = 48 amu
Oxygen: (16*2) = 32 amu
Sum: 80 amu
Mass % of Magnesium: 60%
Mass % of Oxygen: 40%
Reaction 3
Decomposition
9 CH3 C H2 OH + ____ O2 → 2 CO2 + 3 H2 O
Observations:
Determine the Weight (AMU) of the reactants and the products
Reaction 4
Double Replacement
1 Na2 CO3 + 1 CaCl2 → 1 CaCO3 + 2 NaCl
Observations:
Determine the Weight (AMU) of the reactants and the products
Sodium: (23*2) = 46 amu
Carbon: (12*1) = 12 amu
Calcium: (40*1) = 40 amu
Oxygen: (16*3) = 48 amu
Sum: 146 amu
Mass % of Sodium: 32%
Mass % of Carbon: 8%
Mass % of Calcium: 27%
Mass % of Oxygen: 33%
Reaction 5
Single Replacement
1 Cu + 2 AgNO3 → 2 Ag + 1 Cu(NO3) 2
Determine the Weight (AMU) of the reactants and the products
Copper: (64*1) = 64 amu
Silver: (108*2) = 216 amu
Nitrogen: (14*2) = 28 amu
Oxygen: (16*6) = 96 amu
Sum: 404 amu
Mass % of Copper: 16%
Mass % of Silver: 53%
Mass % of Nitrogen: 7%
Mass % of Oxygen: 24%
Reaction 6
Synthesis
1 Fe + 1 S → 1 FeS
Observations:
Determine the Weight (AMU) of the reactants and the products
Iron: 56 amu
Sulfur: 32 amu
Sum: 88 amu
Mass % of Iron: 64%
Mass % of Sulfur: 36%
Law of Conservation of Mass Presentation
Link:
https://docs.google.com/presentation/d/1s1zaDirhjBl5xSgjVemNS2HJ6oLcBO59
vbdPVEFWKYE/edit#slide=id.g35f391192_00
Chemical Reactions Quiz
3. Identify the Independent Variable in the attached experiment.
Your Answer: Temperature
4. In an experiment to determine if the popping of popcorn is
affected by the temperature at which it is stored, counting the
popped kernels is an example of a(an)___________.
Your Answer: Control
5. When gasoline is burned in an engine, ___________.
Your Answer: new substances are formed
6. Matter that has a definite shape and volume is called a _________.
Your Answer: solid
7. Matter that has a definite volume but no definite shape is a
_______________.
Your Answer: liquid
8. Matter in which the particles are free to move in all directions until
they have spread evenly throughout their container is a
_____________.
Your Answer: gas
9. The amount of energy needed to change material from a liquid to a
gas is the Heat of ____________.
Your Answer: vaporization
10. When two or more substances are combined so that each
substance maintains its own properties, the result is a(n) ____.
Your Answer: mixture
11. A solution that contains all of the solute it can normally hold at a
given temperature and is graphed ON the line is ____.
Your Answer: saturated
12. Increasing the surface area of a solid ____.
Your Answer: increases the speed of dissolving
13. The maximum amount of a solute that can be dissolved in a
given amount of solvent is its ____.
Your Answer: solubility
14. Water is sometimes referred to as the universal solvent because
____.
Your Answer: many substances can dissolve in it
15. A chemical reaction in which the energy released is primarily in
the form of HEAT is __________.
Your Answer: exothermic
16. Numbers that precede symbols and formulas in a chemical
equation are called
Your Answer: coefficients
17. According to the law of conservation of mass, if two atoms of
hydrogen are used as a reactant, how many atoms of hydrogen must
be part of the product?
Your Answer: 2
18. Physical or Chemical Change: Breaking a pencil
Your Answer: Physical
19. Physical or Chemical Change: Boiling water
Your Answer: Physical
20. Physical or Chemical Change: Rust forming on a bicycle
Your Answer: Chemical
Chloride --> Silver Chloride and Sodium Hydroxide
Your Answer: Chemical
22. Physical or Chemical Change: Blowing air into a balloon
Your Answer: Physical
23. Heterogeneous or Homogeneous: Salad
Your Answer: Heterogeneous
24. Heterogeneous or Homogeneous: Rocks and sand with iron
Your Answer: Heterogeneous
25. Heterogeneous or Homogeneous: salt water
Your Answer: Homogeneous
26. Heterogeneous or Homogeneous: Air
Your Answer: Homogeneous
27. Heterogeneous or Homogeneous: Sugar water
Your Answer: Homogeneous
28. Heterogeneous or Homogeneous: Potassium Chlorate dissolved
in Water
Your Answer: Homogeneous
29. Heterogeneous or Homogeneous: Chicken noodle soup
Your Answer: Heterogeneous
30. A solution contained 57 grams of sodium nitrate at 20 C. What is
the Solute in the solution?
Your Answer: sodium nitrate
31. A solution contained 120 grams of Potassium nitrate at 85 C.
What is the solvent?
Your Answer: water
32. A scientist wanted to find out if he/she could dissolve 110 grams
of Sodium nitrate at 80 C. Would his solution be Supersaturated,
saturated or unsaturated?
Your Answer: unsaturated
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Bluey Portfolio in Sciencie
Discover the best professional documents and content resources in AnyFlip Document Base.
Search