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
Scientific Method
1. Scientific Discoveries Presentation
2. QUIZ: Scientific Method
3. Reflection
4. Science Articles: Cassini Spacecraft
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. W hat is the scientific method?
The scientific method is a process that scientists use to study the world around them.
2. What sample questions are given that science can answer?
Some sample questions are, why do dogs and cats have hair? Why do spiders spin webs? Why
do we cry?
3. H ow does science allow the world to “advance, evolve and grow?”
It allows to answer question we don't know the answer and figure it out so if it comes up again
we know the answer.
4. W hat is the difference between inductive and deductive reasoning?
Deductive Reasoning has you starting with information or an idea that is called a premise.
Later you can come up with conclusions that are based on your original premise.
Inductive Reasoning you start with specifics and come up with a theory(Deductive). Then
when you apply the theory to new areas it becomes Inductive
Website 2: http://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html
Questions:
1. Make some changes to the Lever.
At first I put the two 5 kg fire extinguishers on the 8/7 marks on the left and the 10 kg trash can
on the 8 mark on the right. The I put the fire extinguishers on the 8/4 marks on the left and the
trash can on the 6 mark on the right.
2. What are the variables that you can change?
Some variables i change are the fire extinguisher and the trash cans to the bricks
3. C onduct a simple experiment and discuss your basic results.
My experiment was to see which side of bricks was heavier. On one side i put 20 kg and the
other side i put two 10 kg. And the side that had 20 kg had more weight and was the heaviest.
4. What were your observations?
I saw that even though they were the same length the 20 kg was heavier.
Website 3: https://www.youtube.com/watch?v=OgS 46 ksAawk
Questions:
1. Describe her basic experiment.
To see if you take away the oxygen will the apples start browning.
2. What are the variables?
Baking soda+vinegar, nothing, burnt candle
3. Does she have Constants and a Control? Explain
The constants are the apples, containers, and tin foil.
The control is the one with nothing
4. What were her results?
All the apples still turned brown.
Experimental Scenarios 2016
Experimental Design Scenario 1
Catherine wondered if different colors of plastic wrap affected the amount
of mold growing on bread. She has always used the clear wrap but wanted
to know if using blue or red made a difference. Catherine first poured 5mL
of water in the center of a loaf of white bread. She took three slices from
the center of the bread and wrapped it in clear wrap. She took 3 more
slices of bread from the center of the loaf and wrapped it in blue wrap, and
she took 3 more slices from the center of the bread and wrapped it in red
wrap. In each case, she used the same amount of plastic wrap and the
same brand of plastic wrap (Saran Wrap). She wrapped each slice of
bread in the same way and placed them all in a drawer in her kitchen for
three weeks. After three weeks, she observed the bread slices, and
counted the number of mold colonies that grew on each bread slice.
Problem: How does the color of the plastic wrap affect the amount of mold
growth on bread?
Name: __________________________________________ Class: _________________
Control Independent Dependent Constants
(normal) Variable (IV) Variable (DV) (same)
(1 change) (measure)
The normal Levels of IV: She mesured the 1. Number of
wraping in (clear) 1. Clear amount of mold on bread slices
2. Red the bread slices 2. Same brand
3. Blue from each plastic plastic wrap
wrap 3. Same
amount of
time in
drawer
4. Same
amount of
plastic wrap
Experimental Design Scenario 2
Maggie wanted to find out if the color of mashed potatoes would affect
whether or not kindergarten children would select if for lunch. Kids
normally eat colorless mashed potatoes. So, she wanted to see if the kids
would eat red, yellow, green, or blue mashed potatoes. She had 5 identical
bowls of mashed potatoes. She put red food coloring into bowl one, yellow
into bowl 2, green into bowl 3, blue into bowl 4, and no food coloring into
bowl 5. She put out the bowls at lunch where 100 students ate. Over the
next five days, she counted the number of students that chose each
colored mashed potatoes.
Problem: How does the color of mashed potatoes affect the number of
students that chose each mashed potato?
Control Independent Dependent Constants
Variable (IV) Variable (DV)
The regular Levels of IV: She counted how 1.
(colorless) mashed 1. yellow many students how 2. Same amount of
potatos 2. red students ate the potatos
3. blue colored mashed 3. Served at the
4. green potatos. same time (lunch)
5. colorless 4. 100 kids ate
mashed potatos
Scenario 3
Sam wanted to test how high 5 different brands of tennis balls would
bounce from a height of 2 meters. He always used “Best Tennis” and he
wanted to see if there was a better brand to use. He tested Brand 1
(Generic Tennis), Brand 2 (Yellow Tennis), Brand 3 (Best Tennis), Brand 4
(Blue Tennis), and Brand 5 (Irene’s Tennis). He dropped the tennis balls
so that they would hit the same floor tile each time. He used the same size
and mass tennis balls for each trial. He bounced each ball 5 times. He
measured the height each ball bounced.
Control Independent Dependent Constants
Variable (IV)
His favorite brand Levels of IV: Variable (DV)
(Best Tennis)
1. Best Tennis He wanted to see 1. He dropped
2. Generic
the hight of each tennis ball at
Tennis
3. Yellow brand of tennis ball same time
Tennis drropped from 2 2. Hit floor at
4. Blue Tennis
5. Irenes meters same tile at
Tennis Same time
3. Same size
4. Same mass
Scientific Method Readings Practice
Reading #1: S cientific Serves by Chris Shayer
Jim, Jody, and Juan, all sixth graders, love to play tennis and are interested in forming an
interscholastic tennis team. To do so, they decide to hold tennis practice sessions during
Period H every day. Mr. M, Mr. P, and Mr. S agree to hold tryouts at the end of October. Seeing
as how this was their idea, Jim, Jody, and Juan want to make sure that they will make the team.
To ensure their placement on the team, they test to see which brand of tennis ball helps
produce the fastest serve. Jim, Jody, and Juan believe that if they determine the ball that
produces the fastest serve, they will definitely make the tennis team because they will have an
advantage over the other players.
Before completing the experiment, they all think that brand X tennis balls will bounce the
highest because they are the hardest to squeeze. Using brand X, Y, and Z tennis balls, they
decide to drop each ball from 15 meters above the ground onto a clay tennis court. They
measure the height that each ball bounces and record this value in their data table. Jim, Jody,
and Juan complete five trials for each tennis ball and record an average height in their data
table.
What is the independent variable in the experiment?
The tennis balls.
What is the dependent variable in the experiment?
How high the tennis balls bounced
According to the passage, what was their hypothesis?
Their hypothesis was the tennis ball x would bounce the best and serve the hardest because
it was the most difficult to squeeze
Name three constants involved in the experiment.
1. Were they dropped the tennis ball.
2. How high they dropped the tennis ball.
3. How hard they dropped the 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.
1. What is the independent variable in this experiment?
The soil
2. What is the dependent variable in the experiment?
The pumpkins weight
3. What was the hypothesis that Alberta, Megan, and Tom came up with in their experiment?
Their hypothesis was that the potting soil would work the best because it has the most
organic material
4. What are three constants in this experiment?
1. The pot they plant them in
2. The type of plant there growing
3. Where they are growing the plant
Reading #3: S oil 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?
The soil
2. What is the dependent variable in the experiment?
The water the soil holds
3. What was the hypothesis that Timmy, Tommy, and Tina came up with in their experiment?
They believed the clay based soil will hold the most water.
4. What are three constants in this experiment?
1. The flatness of the ground
2. The amount of sunlight each spot gets.
3.the amount of times the soil is tested
Reading #4: S treambed 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.
Scientific Method
Directions: R ead the following description of an experiment and complete the
components of the scientific method.
Experiment:
Option #1: P atrick 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
To see whether or not does caffeine make you more alert?
Hypothesis
If they drank 20 g of caffeine then they will be at an amount of energy that is just enough to
keep them focused on the game.
Independent Variable
What amount of
caffeine affects their
score on the video
game.
Dependent Variable
Seeing who has the highest score from the video game.
Constants (Pick 2) Same type of drinks.
The same people used in the experiment
Control
The video game the people were playing.
Basic Procedures:
(List 5-8 steps)
1. Get the video game setup up.
2. Split the 100 people into groups of 25.
3. Give the first group- nothing, second group- drinks with 10g of caffeine, third group-
drinks with 20g of caffeine, and the fourth group- drinks with 30g of caffeine.
4. See what groups got the most points in average.
5. Make a graph.
6. Conclusion.
Data Table: (Place data table here)
Points Points Points Total average
Points
0g Caffeine 200 210 220
10g Caffeine 350 365 370 210
20g Caffeine 525 530 540
30g Caffeine 445 447 450 361.7
531.7
447.3
Graph: (Place graph here)
Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
In conclusion, the purpose of this experiment was to see the amount of grams of caffeine to see
which group got the highest score average. In the hypothesis it said If “they drank 20 g of
caffeine then they will be at an amount of energy that is just enough to keep them focused on
the game.” To conclude, this experiment shows that my hypothesis was right and that the 20
grams of caffeine worked the best for the video game.
Habitable Titan? Cassini, Huygens Revealed Wonders of Saturn's Biggest Moon
https://www.space.com/38153-cassini-huygens-saturn-mission-titan.html
Summary:
After 13 years of photographing Saturn and its moons, the Cassini spacecraft was destroyed.
However, there is still a lot unknown about the planet’s rings and moons, and there are currently
five more missions planned that would go back to Saturn. There are many designs for future
spacecraft for these missions in the works, ranging from helicopters to balloons. These
spacecraft will explore some of Saturn’s moons in particular, especially Titan.
Reflection:
We looked at many different experiments, and determined the IV, DV, constants, and variables;
made graphs and tables; and wrote conclusions. We can now form an effective experiment and
draw accurate and relevant data from it.
Name Matt Jacobs
Class S7
Teacher Mr. Lopez
Date Sep 27, 2017
Investigation Title:
zI. Investigation Design
A. Problem Statement:
Can metals be identified through density?
B. Hypothesis:
If density is known then unknown metals can be correctly identified because every metal has
its own specific density.
C. Independent Variable: x
Levels of IV
Copper Bronze Aluminum Zinc Brass Tin
D. Dependent Variable:y
Density (g/cm3)
E. Constants: Balance Procedures
Volume of Water
F. Control:
Water- the density of water is
G. Materials: (List with numbers)
1. Graduated Cylinder
2. Chromebook
3. Triple beam balance
4. Metal
5. Water
H. Procedures: (List with numbers and details)
1. First weigh the metal on the triple beam balance
2. Then measure the amount of water.
3. Then put the metal in the cylinder and measure the volume.
4. Then subtract the volume of the object in the water and the volume of the water.
5. Then divide the mass and the object volume.
6.
II. Data Collection
A. Qualitative Observations:
In the experiment when you had to weigh the object you could see that the object had density
by the way it looked almost.
B. Quantitative Observations: (Key data)
1. Data Table
Object Density day 1 Density day 2
A 7.7
D 6.4 8.5
E 4.2 8
G 3.1
H 2.7 2.5
3
2.7
2. Graph
3. Calculations
Show 3 Math Examples
Copper
D = m/v D = m/v D = m/v D = m/v
D = 27 g/3 cm3 D = 61.5 g/8 cm3 D = 16.9g/4cm3 D = 21.5g/7cm3
D = 9 g/cm3 D = 7.7 g/cm3 D = 4.2g/cm3 D = 3.1g/cm3
III. Data Analysis/Conclusion
To conclude, we can identify metal through density because each metal has its own specific
density. In the experiment to find density we had to solve an equation : D = m/v. Also in the
experiment to really find if each metal had a different density, you had to put the metal in the
cylinder with water and you had to subtract volume from the before and after to find the volume
of the object.
IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?
Density relates to plate tectonics because plate tectonics is caused by the buoyancy from
density. Warm areas expand and become more buoyant (less dense). And colder areas
become more dense and has less buoyancy. This causes colder areas to sink below warm and
areas which is called subduction. Ex. Japan has around 1500 earthquakes each year because
the plate that japan is on moves so much because it's a mixture of cold and warm weather
which causes buoyancy/less buoyancy and high density/low density. To conclude, density
relates to plate tectonics because plate tectonics is caused by the buoyancy from density.
V. References and Citations
● 2 or 3 web links
● http://www.geo.cornell.edu/geology/classes/Geo101/101week9_f05.html
● https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes/plate-t
ectonics/a/plates-on-the-move
●
Matt Jacobs
10/5/2017
Period 3 S7
Science Quiz: Density
D = m/v⼁ V = m/d ⼁ M = d✕v
1. V = m/d
V = 318.97g/
----------------------------------------------------------------------------------------------------------------------------
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 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
Copper 65g 49 1083 2595 4730 .0923
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
Heat = m * Hfusion
Heat = 65g * 95 cal/g
Heat = 6,175 calories
*I now have liquid aluminum
Heat = m * change in temp. * SH
Heat = 65g * 1,807 C * 0.21 cal/gC
Heat = 24,665.55 calories
*I reached the BP of Aluminum
Heat = m * Hvaporazitation
Heat = 65g * 2,500 cal/g
Heat = 162,500 calories
*I now have vaporized aluminum
Total Heat Energy = 193,340.55 calories
B. Gold
Heat = m * Hf usion
Heat = 65g * 15 cal/g
Heat = 975 calories
*I now have liquid gold
Heat = m * change in temp. * SH
Heat = 65g * 1,737 C * 0.03 cal/gC
Heat = 3,387.15 calories
*I reached the BP of Gold
Heat = m * Hvaporazitation
Heat = 65g * 377 cal/g
Heat = 24,505 calories
*I now have vaporized gold
Total Heat Energy = 28,867.15 calories
C. Water
Heat = m * Hfusion
Heat = 65g * 80 cal/g
Heat = 5,200 calories
*I now have liquid water
Heat = m * change in temp. * SH
Heat = 65g * 100 C * 1 cal/gC
Heat = 6,500 calories
*I reached the BP of Water
Heat = m * Hvaporazitation
Heat = 65g * 540 cal/g
Heat = 35,100 calories
*I now have vaporized water
Total Heat Energy = 46,800 calories
Heat = m * Hfusion
Heat = 65g * 49 cal/g
Heat = 3,185 calories
*I now have liquid copper
Heat = m * change in temp. * SH
Heat = 65g * 2,135C * .0923 cal/gC
Heat = 12,808.9325 calories
*I reached the BP of Aluminum
Heat = m * Hvaporazitation
Heat = 65g * 4730 cal/g
Heat = 307450 calories
*I now have vaporized aluminum
Total Heat Energy = 323443.9325 calories
Graph your Results:
Questions:
1. How are the substances different?
2. What is the difference between Heat and Temperature?
3. Place your Heat Energy results in Scientific Notation.
4. Why do metals have such low specific heats? How does this relate to Conductors?
5. How are Heat and Temperature different for the following pictures of boiling
water? Explain: (Hint: Use the Heat equation)
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:
C onstruct 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 stayed the same on the graph when the beaker of water was at
1 °C and when the beaker was at 96°C, 97°C and 99 °C. Because in the beginning the
beaker had ice in it which took awhile for the heat to melt the ice. And the
temperatures at the end stayed the same because the water is taking to boil up.
2. How would the graph be different if we tried this experiment with Gold?
Explain:
The experiment would be different with gold because gold takes an extreme
amount of heat to melt. The amount of heat it takes is about 1,064°C which is 10 times
the amount of heat it takes to just boil water.
3. What is the role of energy during the phase changes ?
They are changes in bonding energy between the molecules. If heat is coming
into a substance during a phase change, then this energy is used to break the bonds
between the molecules of the substance.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
At first the molecules are moving slow, but were very condensed as a solid. But the hot
plate made the temperatures rise and the molecules were moving faster and started to
vibrate.
5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)
It changes when it going from oce to the melting point. The AKE uses heat to break
the bonds between the ice molecules as they turn into a liquid phase.
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
The heat energy after the 200 mL of ice will be lower because it takes more heat to melt
a larger quantity of a material than a lower quality. So this means that it would take
longer and take more heat to heat to heat up the 400 mL.
B. Temperature
The boiling point for both of the waters is the same. So, this means that they would
have the same temperature at the boiling point.
C. Average Kinetic Energy
Since the heat of 400 mL at the beginning point is much higher. The average kinetic
energy will be a lot higher. And if we had a 200 and 400mL quantity of ice and water
D. Specific Heat
They would both have a one degree of heat.
E. Latent Heat (Define it)
Correct Definition: the heat required to convert a solid into a liquid or vapor, or a liquid
into a vapor, without change of temperature.
Since the Exact Definition says that it is the heat required to convert a solid into a liquid
or vapor, or a liquid into a vapor, there would be different heats depending on the
volume of the water/ice at the start.
Exp. there would definitely be a different volume of 200 and 400mL amounts of ice, it
would require a different amount of heat to these solids into liquids and gases.
7. Why do we put water in a car’s engine? Explain:
Your car's cooling system needs coolant to keep it from overheating. Even though
water can be added to the radiator, it's preferred to add a mixture of coolant and
water because plain water can boil before the proper coolant will boil, causing your
engine to overheat.
8. Moth Crystal Graph
The difference between the moth crystal and the ice was that the ice was being melted
and the moth crystal was being frozen from heat exposure. The similarity is that
they are both using phase change.
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 26640
Silver 37 g 26 961 2212 2356 0.057 90772.359
Directions: Determine the Heat Energy required to completely evaporate the substances in the
data table.
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Water
Heat = m * Hf
Heat = 37g * 80 cal/g
Heat = 2960 calories
Heat = m * change in temperature * SH
Heat = 37g * 100C * 1 cal/gC
Heat = 3700 calories
Heat = m * Hv
Heat = 37g * 540 cal/g
Heat = 19980 calories
Total = 26640 calories
Scientific Notation: 2.7 * 104
----------------------------------------------------------------------------------------------------------------------------
B. Silver
Heat = m * Hf
Heat = 37g * 26 cal/g
Heat = 962 calories
Heat = m * change in temperature * SH
Heat = 37g * 1251C * 0.057 cal/gC
Heat = 2638.359 calories
Heat = m * Hv
Heat = 37g * 2356 cal/g
Heat = 87172 calories
Total = 90772.359
Scientific Notation: 9.1 * 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)
The heat and temperature are different for the pictures shown because it takes more time to
heat up larger amounts of a liquid then smaller amounts. When melting the small amount will
melt first while the larger amount might take awhile. Then when the water starts to boil the small
amount water will already be boiling and going to the evaporation stage while the large amount
would have just started boiling. Finally the small amount would be evaporating and almost all
gone while he the large amount boils enough to start evaporating. Overall, the the large amount
of water needs a great amount of heat because the large amount has a greater mass and the
small amount has a lower mass.
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 is when the solid or liquid will evaporate. Each element has its own Hv w hich means that at
different times in an experiment with 2 or 3 different elements one “would” evaporate first before
the other elements. And it also can show the melting and boiling point, which is good for writing
an hypothesis. Overall, you can use the unit (cal/gC) to explain the difference between Water
and Silver because that unit is when the solid or liquid will evaporate.
QUIZ: Classifying Matter
I. Directions: I dentify the following as either a Heterogeneous Mixture, Homogeneous Mixture,
Element or Compound. Write the following letters in Column B for your choices:
A. Heterogeneous
B. Homogeneous
C. Element
D. Compound
Column A Column B
Salad A
Copper C
Lemonade B
Rocks, sand, gravel A
Salt Water B
Gold C
Sodium Chloride (NaCl) D
Air (Oxygen, nitrogen, carbon monoxide…) B
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 51.9
Small Rocks 75 31.1
Coarse Sand 32 13.3
Iron 9 3.7
Mixture B Mass (g) %
Large Rocks 205 52.7
Small Rocks 58 14.9
Coarse Sand 97 24.9
Iron 29 7.5
Calculation Examples ( Provide 2 Examples showing how you determined the Mass %)
Mixture A- Large 125/241 x 100 = 51.9%
Mixture B- Iron 29/389 x 100 = 7.5
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2S O4 - Potassium Sulfate
(Show Math Here)
Kx2- 39/87 x 100= 45%
S- 32/87 x 100= 37%
0x4- 16/87 x 100= 18%
Total K2SO4 - Potassium Sulfate = 100%
Na3 P O4 - Sodium Phosphate
(Show Math Here)
Na x3- 23/70 x 100= 33%
P- 31/70 x 100= 44%
O- 16/70 x 100= 23%
Total Na3PO4 - Sodium Phosphate = 100%
Graph A
K2 SO4 - Potassium Sulfate
Graph B
Na3PO4 - Sodium Phosphate
IV. Conclusion:
1. Explain the difference between Mixtures and Compounds using data. Compare the pie
charts.
Mixtures and compounds are different because a mixture keeps its own properties, while a
compound has properties different from the elements it contains. Rocks and K2S O4 - Potassium
Sulfate are different because rocks are mixture of different minerals or organic matter.
Potassium Sulfate is a compound made up of Potassium, Sulfur, and Oxygen. These chemicals
will never change during the experiment or when making Potassium Sulfate. The pie charts are
the same because for Oxygen it stayed within a range of 18 to 23 percent of the chart. Also both
pie charts resemble the same.
2. E xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
First thing to separate the sand from the salt is pouring it into and coffee filter with a funnel.
Second thing is to pour water onto the sand and let the water fall completely through the filter.
Then let the water heat until it's all evaporated. Than all that's left is the salt in the beaker.
Solubility Rules Worksheet
*Practice first with the Solubility Graph - Give your partner points to graph and
determine if the solution if Unsaturated, Saturated or Supersaturated. How can
you add/remove solute or change temperature to make it Saturated?
Videos to watch:
Solubility Rules
1. Video 1
2. Video 2
3. Video 3
1. Which of the following substances are likely to be soluble in water?
Use the following chart to determine if the following compounds are soluble
in water.
2. State which rule you used to determine if it is soluble./insoluble.
Chart 1: ION List
Practice with Compounds - Use this to practice classifying compounds as
Soluble/Insoluble.
http://www.csudh.edu/oliver/chemdata/solrules.htm
Predictions using solubility rules (empirical). Apply in order:
1. All Na+ , K+ , and NH4 + compounds (salts) soluble.
2. All NO3 – , C2H3O2 – , ClO3– and ClO4– salts soluble.
3. All Ag+ , Pb+2, and Hg2+ 2 salts insoluble.
4. All Cl– , Br– , and I– salts are soluble.
5. All CO3 - 2, O2 –, S2–, OH– , SO3- 2, CrO4 -2, and PO4 - 3 salts insoluble, except
CaS, SrS, BaS and Ba(OH)2.
6. All SO4 - 2 salts soluble except CaSO4, SrSO4 , and BaSO4 .
Names of Ions:
https://drive.google.com/open?id=0B4RmhXJlHvo1V1BUOFMzcjhrZEk
Compound Name Ions Soluble/Insoluble
Barium Nitrate Ba+ 2 Barium Soluble
Ba(NO3 )2 NO3 -1Nitrate
Zinc Sulfide
Barium Nitrate Zn+2
S- 2
ZnS
Zinc sulfide
(NH4)2 CO3 Ammonium
carbonate
AmmoniumCarbonate
Fe2O3
PbCl2
NaClO4
FeBr2
Ag2S O4
Ca(OH)2
Hg(ClO3 )2
K3 P O4
Mg3 (PO4 ) 2
NH4 N O3
ZnCrO4
NiSO4
AlCl3
AgI
CaBr2
CuS
K2SO3
2. Extra Practice:
http://www.csun.edu/~jte35633/worksheets/Chemistry/15-1SolubilityRules.
pdf
3. Memorize the following:
*Use QUIZLET
A. Element name and symbol for Elements 1-20
B. Iron
C. Gold
D. Aluminum
E. Mercury
F. Lead
G. Silver
H. Copper
I. Nickel
J. Bromine
K. Iodine
L. Chlorine
4. Sulfate
5. Sulfite
6. Carbonate
7. Nitrate
8. Phosphate
9. Hydroxide
10. Chlorate
11. Ammonium
12. Cyanide
13. Chromate
14. Sulfide
15. Nitrite
3. Make 4 Chemical Reactions using the above Ions and decide if the
reaction can take place. (Hint: If you have an Insoluble Compound then the
reaction can not take place)
Name: ____________________________ Class: _________
QUIZ: Solubility and Naming Compounds
Part I. Charge
Directions: Write the symbol of the element with the charge.
Formula
1. Sodium Na +1
2. Neon Ne 0
3. Nitrate NO 3 -2
4. Chlorine Cl -1
5. Magnesium Mg +2
6. Silver Ag 0
7. Sulfur S -2
8. Phosphorus P -3
9. Aluminum Al +3
10. Calcium Ca +2
Part II.
Directions: Write the name for the compounds:
11. Na3PO4 Sodium Phosphate
12. Li2( SO4) Lithium Sulfate
13. (NH4)2 CO3 Ammonium Carbonate
14. MgCl2 Magnesium Chloride
15. Ca(NO3)2 Calcium Nitrate
16. BeF2 Beryllium Fluoride
Part III.
Directions: Write the chemical formula for the following compounds (Use your ions):
17. Calcium carbonate
Ca+2 CO3- 2
Ca2 (CO3)2
18. Ammonium phosphate
NH4+1 PO4 - 3
(NH- 1)3 P O4
19. Magnesium hydroxide
Mg=2 OH- 1
Mg (OH)2
20. Potassium sulfate
K+1 S O4 -2
K2 S O4
Part IV.
Directions: Determine the Mass % of Oxygen in Al2 ( SO4) 3 or AgNO3
Atomic Mass: Al (27) S (32) O (16) Ag (108) N (14)
Al2( SO4) 3 - 27( 2) + (32 + 16( 4)) 3 = 64/342 = 18.7% oxygen
AgNO3 -
Part V.
Directions: Write an essay about the graph below. U se data!
Vocabulary: Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams,
solubility, chemical formula
Atomic Structure and Periodic Table
By: Matt Jacobs
History of the Atom
● Dalton theory included several ideas from Democritus, such as atoms are
indivisible and indestructible and that different atoms form together to create all
matter.
● He also had an addition to his theory and that was that all atoms of a certain
element were identical, that atoms of one element will
have different weights and properties than atoms of
another element, that atoms cannot be created or
destroyed, and that matter is formed by atoms
combining in simple whole numbers.
● Thomson discovered the electron in 1897
proved that atoms can actually be divided
according to the chemical heritage
foundation.in the article what is an Atom?
● It states “Thomson published a
description of his version of the atom, commonly
known as the "plum pudding model,"according to a 2013 article by Giora Hon
and Bernard R.
● The next scientist is Rutherford he studied under thomson according to the
chemistry department at Purdue University.
● In 1911, Rutherford published his version of
the atom, which included a positively charged
nucleus that is orbited by electrons.
● This model arose when Rutherford and his
assistants fired alpha particles at very thin sheets of
gold.
● And lastly the Bohr model shows the atom as a
small, positively charged nucleus surrounded by
orbiting electrons.
● The energies of the electron are quantized
● Also electrons move with constant speed in fixed
orbits around the nucleus, like planets around the sun.
Structure of the Atom
Video 1
An octet is a group of 8 electrons. The octet rule is orbital
capacities. First orbital can hold up to 2 electrons, the second
orbital can hold up to 8.This rule only applies to the first few rows.
Example 1 Example 2
Carbon (12.011) Lithium (6.941)
Video 2
When an atom gains or loses an electron they get a positive or
negative charge called an ion. When an ion loses a electron they
get positive charges called cations. When an atom gains an
electron they get a negative charge called .
Isotopes
Isotopes are variants of a particular chemical element which differ
in neutron number. All isotopes of a given element have the same
number of protons in each atom.
In medicine, for example, cobalt-60 is extensively employed as a
radiation source to arrest the development of cancer. Other
radioactive isotopes are used as tracers for diagnostic purposes
as well as in research on metabolic processes.
Families of the Periodic Table
History of Dmitri Mendeleev
● Mendeleev's father worked as a professor he became blind.
● While Mendeleev was young his mother was forced to work at a glass factory.
● His siblings left home to attend university or find jobs. His mother also put him
into a university he got accepted into the university of Main Pedagogical.
● When his education continued he became ill. The doctors thought the disease
was tuberculosis, so he was hospitalized despite that he was still educated.
● He traveled to europe with a group of scientists to discover new elements.
● When he returned to Russia he realized he had no money.
● The alkali metals are a group in the periodic table consisting of the chemical elements
lithium, sodium, potassium, rubidium, caesium, and francium.
● Any of the elements beryllium, magnesium, calcium, strontium, barium, and radium,
occupying Group IIA (2) of the periodic table are alkaline earth metals.
● Any of the gaseous elements helium, neon, argon, krypton, xenon, and radon, occupying
Group 0 (18) of the periodic table. They were long believed to be totally unreactive but
compounds of xenon, krypton, and radon are now known.
● The halogens are a group in the periodic table consisting of five chemically related
elements: fluorine, chlorine, bromine, iodine (I), and astatine. The artificially created
element 117 may also be a halogen
What is an atom?
The article “What is an Atom” explains how atoms are the basic
units of matter and the defining structure of elements. Atoms were
created after the Big Bang 13.7 billion years ago. Quarks had
come together to form protons and neutrons, and these particles
combined into the nuclei. This all took place within the first few
minutes of the universe's existence. It took 380,000 years just to
cool down enough to slow down the electrons do the nuclei could
capture and create the first atom.
1. Rubidium has two common isotopes, 85Rb and 87Rb. If the abundance of 85Rb is 72.2%
and the abundance of 87Rb is 27.8%, what is the average atomic mass of rubidium?
85 x 0.722 = 61.387
87 x 0.278 = 24.186
2. Uranium has three common isotopes. If the abundance of 234U is 0.01%, the abundance of
235U is 0.71%, and the abundance of 238U is 99.28%, what is the average atomic mass of
uranium?
234 x 0.001 = 0.234
235 x 0.071 = 16.685
238 x 0.9928 = 236.096
3. Titanium has five common isotopes: 46Ti (8.0%), 47Ti (7.8%), 48Ti (73.4%), 49Ti (5.5%),
50Ti (5.3%). What is the average atomic mass of titanium?
46 x 0.8 = 36.8
47 x .78 = 36.66
48 x .734 = 35.232
49 x 0.55 = 26.95
50 x 0.53 = 26.5
4. Explain why atoms have different isotopes. In other words, how is it that helium can exist in
three different forms?
The atoms of a chemical element can exist in different types. Those types are called isotopes.
They have the same number of protons and electrons, but different numbers of neutrons.
Different isotopes of the same element have different masses.
1. The term “average atomic mass” is atomic average, and so is calculated differently from a
“normal” average.
2. The element copper has naturally occurring isotopes with mass numbers of 63 and 65. The
relative abundance and atomic masses are 69.2% and 30.8% respectively. Calculate the
average atomic mass of copper.
63 x .692 = 43.596
65 x .308 = 20.02
Total- 63.616
3. Calculate the average atomic mass of sulfur if 95.00% of all sulfur isotopes are Sulfur-32,
0.76% are Sulfur-33 and 4.22% are Sulfur-34.
31 x 95
32 x .076
33 x .422
34 x
4. The four isotopes of lead are shown below, each with its percent by mass abundance and the
composition of its nucleus. Using the following data, first calculate the approximate atomic mass
of each isotope. Then calculate the average atomic mass of lead.
82p 82p 82p 82p
122n 124n 125n 126n
1.37% 26.26% 20.82% 51.55%
5. There are three isotopes of silicon. They have mass numbers of 28, 29 and 30. The average
atomic mass of silicon is 28.086amu. What does this say about the relative abundances of the
three isotopes?
6. Calculate the average atomic mass of bromine. One isotope of bromine has an atomic mass
of 78.92amu and a relative abundance of 50.69%. The other major isotope of bromine has an
atomic mass of 80.92amu and a relative abundance of 49.31%.
Blue Science Portfolio #3
Unit 1: Uniform Motion Name:
Worksheet 8 Date2/23/18 Period S7
Speed and Velocity Problems
1. What is the average speed of a cheetah that sprints 100 m in 4 s? How about if it sprints
50 m in 2 s?
V= D/T
V= 100m/ 4s
V= 25m/s
2. If a car moves with an average speed of 60 km/hr for an hour, it will travel a distance of
60 km. How far will it travel if it continues this average rate for 4 hrs
D= V*T
D= 60 * 4
D= 240
3. A runner makes one lap around a 200 m track in a time of 25.0 s. What was the runner's
average speed? Answer: 8.0 m/s
V= D/T
V= 200m/ 25s
V= 8 m/s
4. Light and radio waves travel through a vacuum in a straight line at a speed of very nearly
3.00 × 108 m/s. How far is light year (the distance light travels in a year)? Answer: 9.50
× 101 5 m.
D= V*T
D= (3.00 * 108 m/s)(3.15 * 107)
D= 109204.2
5. A motorist travels 406 km during a 7.0 hr period. What was the average speed in km/hr
and m/s? Answers: 58 km/hr, 16 m/s.
D= V*T
D= 406 km* 7hr
D= 2842 km/ hr
6. A bullet is shot from a rifle with a speed of 720 m/s. What time is required for the bullet
to strike a target 3240 m away? Answer: 4.5 s.
T= D/V
T= 3240 m/ 720 m/s
T= 4.5 s
7. Light from the sun reaches the earth in 8.3 minutes. The speed of light is 3.0 × 108 m/s.
In kilometers, how far is the earth from the sun? Answer: 1.5 × 108 km.
D= V*T
D= (3.0 x 108 m/s)(8.3 m)
D= 2490,000,000 s
8. *An auto travels at a rate of 25 km/hr for 4 minutes, then at 50 km/hr for 8 minutes, and
finally at 20 km/hr for 2 minutes. Find the total distance covered in km and the average
speed for the complete trip in m/s. Answers: 9 km, 10.7 m/s.
D= 9km
Average- 10.7 m/s
9. *If you traveled one mile at a speed of 100 miles per hour and another mile at a speed of
1 mile per hour, your average speed would not be (100 mph + 1 mph)/2 or 50.5 mph.
What would be your average speed? (Hint: What is the total distance and total time?)
Answer: 1.98 mph.
V=D/T
V=200/101
V=1.98mph
10. *What is your average speed in each of these cases?
a. You run 100 m at a speed of 5.0 m/s and then you walk 100 m at a speed of 1.0
m/s.
b. You run for 100 s at a speed of 5.0 m/s and then you walk for 100 s at a speed of
1.0 m/s. Answers: 1.7 m/s, 3.0 m/s.
V=D/T V=D/T
V=5/3 V=600/200
V=1.7m/s V=3m/s
11. *A race car driver must average 200 km/hr for four laps to qualify for a race. Because of
engine trouble, the car averages only 170 km/hr over the first two laps. What average
speed must be maintained for the last two laps?
800= 170+170+x+x
x+x+340= 800
2x + 340 = 800
2x= 460
x = 230
12. *A car traveling 90 km/hr is 100 m behind a truck traveling 50 km/hr. How long will it
take the car to reach the truck?
T = D/V
T = 100m / 50 km/hr
T = 3.22 hours
13. The peregrine falcon is the world's fastest known bird and has been clocked diving
downward toward its prey at constant vertical velocity of 97.2 m/s. If the falcon dives
straight down from a height of 100. m, how much time does this give a rabbit below to
consider his next move as the falcon begins his descent?
T = D/V
T = 100m/97.2 m/s
T = 1.03 seconds
More Speed and Velocity Problems
14. Hans stands at the rim of the Grand Canyon and yodels down to the bottom. He hears his
yodel back from the canyon floor 5.20 s later. Assume that the speed of sound in air is
340.0 m/s. How deep is the canyon?
D = V*T
D = 340m/s / 5.2 s
D = 65.4 m deep
15. The horse racing record for a 1.50 mi. track is shared by two horses: Fiddle Isle, who ran
the race in 143 s on March 21, 1970, and John Henry, who ran the same distance in an
equal time on March 16, 1980. What were the horses' average speeds in:
a. mi/s?
V = D/T
V = 1.5 mi/143 s
V = .01 mi/s
b. mi/hr?
V = D/T
V = 1.5 mi/.04 hours
V = 37.5 mi/hr
16. For a long time it was the dream of many runners to break the "4-minute mile." Now
quite a few runners have achieved what once seemed an impossible goal. On July 2,
1988, Steve Cram of Great Britain ran a mile in 3.81 min. During this amazing run, what
was Steve Cram's average speed in:
a. mi/min?
b. mi/hr?
a. V=1mile/3.81min=0.26mile/min
b. V=1mile/3.81min*60min/hr=15.7mile/hr
17. It is now 10:29 a.m., but when the bell rings at 10:30 a.m. Suzette will be late for French
class for the third time this week. She must get from one side of the school to the other
by hurrying down three different hallways. She runs down the first hallway, a distance of
35.0 m, at a speed of 3.50 m/s. The second hallway is filled with students, and she covers
its 48.0 m length at an average speed of 1.20 m/s. The final hallway is empty, and
Suzette sprints its 60.0 m length at a speed of 5.00 m/s.
a. Does Suzette make it to class on time or does she get detention for being
late again?
b. Draw a distance vs. time graph of the situation. (Assume constant speeds
for each hallway.
a. T=(35m/3.5m/s)+(48m/1.2m/s)+(60m/5m/s)=62s. Suzerre is late again.
b.
18. During an Apollo moon landing, reflecting panels were placed on the moon. This
allowed earth-based astronomers to shoot laser beams at the moon's surface to determine
its distance. The reflected laser beam was observed 2.52 s after the laser pulse was sent.
The speed of light is 3.0 × 108 m/s. What was the distance between the astronomers and
the moon?
D=2.52s*3.0 x 108 =7.56x108 m
19. For many years, the posted highway speed limit was 88.5 km/hr (55 mi/hr) but in recent
years some rural stretches of highway have increased their speed limit to 104.6 km/hr (65
mi/hr). In Maine, the distance from Portland to Bangor is 215 km. How much time can
be saved in making this trip at the new speed limit?
Travel at 88.5km/hr, T=215km/88.5km/hr=2.43hr
Travel at 104.6km/hr, T=215km/104.6km/hr=2.06hr
Time saved=2.43hr-2.06hr=0.37hr
20. The tortoise and the hare are in a road race to defend the honor of their breed. The
tortoise crawls the entire 1000. m distance at a speed of 0.2000 m/s while the rabbit runs
the first 200.0 m at 2.000 m/s The rabbit then stops to take a nap for 1.300 hr and
awakens to finish the last 800.0 m with an average speed of 3.000 m/s. Who wins the
race and by how much time?
Time for rabbit to travel
1000m=(200m/2m/s)+1.3hr+(800m/3m/s)=100s+(1.3*3600)s+266.7s=5046.7s
Time for tortoise to travel 1000m=1000m/0.2m/s=5000s
The tortoise win the race.
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Matthew Jacobs (Class of 2022) - Blue Science Portfolio
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