Emily Grayson Blue Science Portfolio

Science Portfolio

By: Emily Grayson

Blue Science Portfolio

Directions: Y​ ou 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.

1. Scientific Discoveries Presentation
2. Scientific Method

a. Quiz: Scientific Method
b. Scientific Method Scavenger Hunt
c. Reflection
3. Science Articles: Cassini Spacecraft
4. Metric System
a. Quiz: Metric System
b. Metric Measurements
5. Density
a. Density Lab Report
b. Quiz: Density
6. Phase Changes
a. Phase Changes of Water
b. Quiz: Phase Changes
7. Classifying Matter
a. Mixture Project
b. Quiz: Classifying Matter
8. Solubility
a. Solubility Graph Practice
9. Atomic Structure and Periodic Table
a. Atomic Structure Project Portfolio
10. Isotopes
a. Quiz Review Practice: Isotopes
b. Quiz: Isotopes
c. Activity: Determine which fossil is older
11. Velocity
a. Velocity Story
b. Velocity Project
12. Acceleration
a. Activity: Acceleration
13. Motion
a. Quiz: Motion

14. GPE
a. GPE Project
b. GPE Project Presentation

15. Inclined Planes
a. Inclined Plane Practice Problem
b. Quiz Review: Inclined Planes
c. Quiz: Inclined Planes

16. Heat
a. Heat Project
b. Specific Heat Lab

17. Science Portfolio Reflection

1. Scientific Discoveries Presentation

2. Scientific Method

QUIZ: Scientific Method

Scientific Method

Directions: R​ ead 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
Does microwaved fish food affect a fish’s time going through a maze?

Hypothesis

If fish are fed microwaved food, then they will go through a maze faster because of the
radiation in their food.

Independent Variable

Chicken flavored fish Turkey flavored fish Bacon flavored fish Regular Non-flavored
food non-microwaved fish
food food food

Dependent Variable
The fish’s time going through a maze

Constants​ (Pick 2) The environment they are in
The maze they are completing

Control
The regular non-flavored non-microwaved fish food

Basic Procedures:​
(List 5-8 steps)

● 25 fish are fed microwaved chicken flavored fish food, 25 fish are fed microwaved
turkey flavored fish food, 25 fish are fed microwaved bacon flavored fish food, and 25
fish are fed non microwaved regular fish food

● The fish are put in a maze and will be tested how fast they go through a maze

Data Table:​ (Place data table here)

Fish fed Fish fed Fish fed Fish fed non
microwaved microwaved microwaved microwaved
chicken flavored turkey flavored bacon flavored regular fish food
fish food fish food fish food
81 seconds
Average time 121 seconds 73 seconds 62 seconds

Graph:​ (Place graph here)

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion

In conclusion, the purpose of this experiment was to figure out if fish that ate microwaved
fish food would go through a maze faster than fish who eat regular non-flavored
non-microwaved fish food. My hypothesis was “If fish are fed microwaved food, then they will go
through a maze faster because of the radiation in their food.” The independent variables were
chicken flavored fish food, turkey flavored fish food, bacon flavored fish food, and regular
non-flavored non-microwaved fish food. The dependent variable was the fish’s time going
through the maze. According to the data, the fish fed the bacon flavored food won with an
average time of 62 seconds. This is 59 seconds faster than the last place group which was the
fish fed the chicken flavored food (121 seconds). Also, the regular non-flavored non-microwaved
fish food came in third place with 81 seconds, only 8 seconds more than the second place
group which were the fish fed the turkey flavored food (73 seconds). Improvements that could
be made in the future are the amount of time the food is microwaved for and how that affects
the fish’s time and add more variables to see with one is the overall best. To conclude, this
experiment shows that my hypothesis is correct and microwaving a fish’s food makes them go
faster through a maze than regular fish food.

Scientific Method Scavenger Hunt

Please visit the following websites, read carefully and respond to the questions.

Website 1: ​http://www.biology4kids.com/files/studies_scimethod.html
Questions:
1. What is the scientific method?
A process that is used by scientists to study the environment around them.
2. What sample questions are given that science can answer?
Why do dogs and cats have hair?
3. How does science allow the world to “advance, evolve and grow?”
Science builds on what has already been learned/discovered.
4. What is the difference between inductive and deductive reasoning?
Deductive reasoning is when you start with specifics and come up with a theory. Inductive
reasoning is when you apply that theory to different areas.

Website 2: ​http://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?
Which object goes on the lever and which way you want the lever to tilt or make it become
balanced.
3. Conduct a simple experiment and discuss your basic results.
In my experiment I wanted to figure out where would you put the trash can if you put the fire
extinguishers on the same side. I put the fire extinguishers on the left and the trash can on the
right. I put one of the fire extinguisher 2 spots from the left and the other 4 spots from the left. I
then placed the trash can 3 spots from the right and the lever balanced.
4. What were your observations?
My observations were that since the two fire extinguishers were placed on the second and the
fourth spots I thought that if i placed the trashcan right on the third spot that it will balance since
the number three borders the numbers 2 and 4.

Website 3:​https://www.youtube.com/watch?v=OgS46ksAawk
Questions:
1. Describe her basic experiment.
She is trying to figure out what will happen to the apples if you get rid of the oxygen that is
inside the containers in which the apples are in.
2. What are the variables?
Burning a candle, baking soda and vinegar

3. Does she have Constants and a Control? Explain
Yes, her control group is just a container with an apple slice in it with nothing being done to it.
Some constants she has are that she covers each container with aluminum foil, she has the
same size apple slice for each container and the same size containers.
2. What were her results?
She found that they were all mostly the same but the apple slice in the regular container was
slightly not as brown as the apple slice from the baking soda and vinegar container. The apple
slice from the burning candle container was about the same as the apple slice from the regular
container.

Scientific Method Reflection:

During the scientific method unit we conducted many experiments. We learned about the
independent and dependent variables, the constants, and the control group of an experiment.
We learned how to make conclusions using our data from each experiment. We used the
scientific method to answer questions and make observations. The scientific method is used in
many ways and all the sciences such as chemistry and physics. The five basic steps that will
lead you to form a good scientific method based experiment are make an observation, ask a
question, for a testable hypothesis, make a prediction based on your hypothesis and test your
prediction. By following these steps we could answer our questions and make conclusions.

3. Science Articles: Cassini Spacecraft

Nasa’s Cassini Spacecraft has been captivating Saturn's rings and moons for 13 years
and that is sadly coming to an end because it is low on fuel. Following a final close flyby of
Saturn's moon Titan, Cassini performed a series of 22 weekly dives between the planet and its
rings. On its final orbit, Cassini will plunge into Saturn's atmosphere at tens of thousands of
miles per hour, sending back new and unique science to the very end. After losing contact with
Earth, the spacecraft burns up like a meteor, becoming part of the planet itself. The Cassini
spacecraft has explored parts of space that no other spacecrafts have been to.

4. Metric System

Metric System Quiz: ​Correct

34.2 cm = ______m +1 / 1 point(s)

Your Answer: ​0.342 Correct

4500.0 mg = _____g +1 / 1 point(s)

Your Answer: ​4.5 Correct

7.2 L = _____mL +1 / 1 point(s)

Your Answer: ​7200 Correct

2.35 km = ______m +1 / 1 point(s)

Your Answer: 2​ 350 Correct

8600.0 m = ______ km +1 / 1 point(s)

Your Answer: ​8.6

Metric Measurement

1. Research the history of the Metric System.
Gabriel Mouton founded the metric system in 1670

2. What are the Base Units for Length, Mass, Volume and Temperature?
Meters (length), Kilograms (mass), cubic meter (volume), Kelvins (temperature)

3. Why is the Metric System easier to use?
It is easy to convert between units simply by dividing or multiplying by 10, 100, 1000, etc.

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

Meters Length Width Area
1.36 m 0.60 m 0.816 m

Centimeters 136 cm 60 cm 8160 cm

Millimeters 1360 mm 600 mm 81600 mm

5. What is the area of your desk in square cm? Include in the data table.
The area of the desk is 8160 cm

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

Meters Daniela Emily Lauren
1.6256 m 1.6256 m 1.6383 m

7. What is the area of a cabinet door in square cm?
3240 cm

8. How many km is it from NY to LA? How many meters?
4492.9 kilometers and 4,492,900 meters

9. How many km from the Earth to the Sun? How many meters?
149.6 million kilometers, and 149,600,000,000 meters

10. What is the length of 3 objects of your choice in the classroom?
Pinboard: 3 meters, 10 centimeters
Island: 2 meters, 33 centimeters
Door: 2 meters, 7 centimeters

11. How many meters long was the Titanic? How many kilometers?
269 meters long and 3.81 kilometers

5. Density

Density Lab Report

Name: Emily Grayson
Class: Science 4
Teacher: Mr. Lopez
Date: 9/26/17

Investigation Title:

I. Investigation Design
A. Problem Statement:
How can density be used to identify unknown metals?

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

G. Materials: (List with numbers)
1. Graduated Cylinder
2. Balance
3. Beaker

H. Procedures: (List with numbers and details)
1. Measure the metal in grams (repeat with all metals)
2. Fill graduated cylinder to 50mL (repeat with all metals)
3. Place the metal in the graduated cylinder (repeat with all metals)
4. See how many milliliters the water rises to (repeat with all metals)
5. Subtract that amount of milileters from the starting volume of the water and that will be
the metal’s volume (repeat with all metals)
6. Lastly, you divide the mass (grams) of the metal by its volume (cm3) and you get its
density (g/cm3) (repeat with all metals)

II. Data Collection
A. Qualitative Observations:

Number 1: cylinder, small, very light, has a brown/rose gold tint
Number 2: cylinder, a little larger than number 1 but weighs less, light, has a silver tint
Number 3: cube shaped, a little heavy, dark brown
Number 4: rectangular prism, not very heavy, has a gold/brown tint
Number 5: cylinder, small, about the same size as number two but is much lighter, has a silver
tint
Number 6: cylinder, very light, very long, has a light silver/grey tint
Number 7: rectangular prism, heavy, about same size as number 4, it is tinted silver
Number 8: rectangular prism, heavy, same size as number 7, has a brown tint

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

Volume Before Volume After Volume Object Density

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

G 22.1g 50mL 59mL 9mL 2.5cm3
F
C 29g 50mL 54mL 4mL 7.25cm3
H
D 72.1g 50mL 58mL 8mL 9.01cm3
E
B 29.6g 50mL 62mL 12mL 2.5cm3

28.7g 50mL 53mL 3mL 9.6cm3

29.1g 50mL 54mL 4mL 7.3cm3

267.3g 50mL 80mL 20mL 8.9cm3

A 68.3g 50mL 60mL 10mL 6.83cm3
Unknown Volume Volume Volume Density
Objects After Object (g/cm3)
Mass (g) Before 54mL 4mL 7.2cm3
Copper 1 D 28.7g 50mL 55mL 5mL 5.8cm3
29.1g 50mL 80mL 30mL 8.9cm3
Tin 2 E 267.2g 50mL 60mL 10mL 6.8cm3
68g 50mL 54mL 4mL 7.3cm3
Bronze 3 B 29g 50mL
62mL 12mL 2.5cm3
Brass 4 A 29.5g 50mL
58mL 8mL 9.01cm3
Zinc 5 F 72.1g 50mL
59mL 9mL 2.5cm3
Aluminum 6 H 22.1g 50mL

Copper 7 C

Aluminum 8 G

2. Graph

3. Calculations

Show 3 Math Examples

Copper Tin Bronze Brass

D = m/v D= m/v D= m/v D= m/v

D= 27 g D= 29.1g/5cm​3 D= 267.2g/30cm3​ D= 68g/10cm3​
3 cm3 D= 5.8 g/cm3​

D = 9 g/cm​3 D= 8.9g/cm​3 D= 6.8g/cm3​

III. Data Analysis/Conclusion

The purpose of this experiment was to figure out how density could be used to identify
unknown metals. The hypothesis was if density is known then unknown metals can be correctly
identified because every metal has its own specific density.” The independent variables were
the metals (Copper, Bronze, Brass, Tin, Aluminum, and Zinc). The dependent variable was the
density of each metal. The constants were the volume of water, the balance in which you
weighed the metal, and the procedures that were followed. On day one the metals were labeled
by letters and on day two they were labeled with numbers. This is so we could figure out
unknown metals just by their density. Although number 3 (bronze) had a bigger mass than
number 7 (copper) with 267.2 g and copper had a mass of 72.1g, the copper had a higher
density with 9.01g/cm3​ ​ compared to the bronze with a density of 8.9g/cm3​ .​ In the experiment
there were two aluminums and both were different sizes but ended up have the same density
regardless their volume with each having a density of 2.5g/cm3​ .​ To conclude, the hypothesis
was correct because the experiment was successful. The metals were able to be determined
through their density and from observing them qualitatively.

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

Density relates to Plate Tectonics through the Earth’s crust and convection. The Earth
has two types of crusts, the oceanic and continental crusts. The oceanic crust underlies the
ocean and the thicker continental crust underlies the continents. The lithosphere includes all of
Earth’s crust which effects the different densities of lithospheric rock. As temperature increases
the rocks become less dense and will sink which results in heat transfers. The driving force
behind Plate Tectonics is called buoyancy which emerges from density changes. In the mantle,
warm areas become larger and expand and will be less dense because of the temperature
changes and can move which can result in earthquakes and volcanoes erupting from the
moving of the Plates.

V. References and Citations
● 2 or 3 web links

https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes/plate-tectonic
s/a/plates-on-the-move

https://www.britannica.com/science/plate-tectonics

Quiz: Density Correct

The density of an object is +1 / 1 point(s)

Your Answer: ​Mass divided by the volume D = m/v

Correct

+1 / 1 point(s)

If two objects have the same volume but one has a greater mass, the
one with greater mass

Your Answer: h​ as a higher density

Correct

+1 / 1 point(s)

If two objects have the same volume but one is made up of smaller
and heavier atoms, the one with small heavy atoms will

Your Answer: b​ e more dense than the other

Correct

+1 / 1 point(s)

If you cut a wooden block in half, each half would have

Your Answer: t​ he same density as the original piece

Correct

+1 / 1 point(s)

If two objects have the same mass but different volumes

Your Answer: ​the one with the larger volume has the lower density

Correct

+1 / 1 point(s)

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

Your Answer: 1​ 00 grams

Correct

+1 / 1 point(s)

Density is a characteristic property of a substance. This means that
the density of water

Your Answer: ​stays the same regardless of the volume

Correct

+1 / 1 point(s)

Wood floats in water. If you measured the mass of the same volume
of wood and water

Your Answer: ​the water would have a greater mass

Correct

+1 / 1 point(s)

A carrot floats in salt water but sinks in freshwater. This is because

Your Answer: s​ alt water is more dense than freshwater

Correct

+1 / 1 point(s)

A tiny piece of sand is very light but sinks in water. This is because

Your Answer: s​ and is more dense than water

Correct

+1 / 1 point(s)

The density of hot an cold water are different mainly because

Your Answer: ​the molecules in hot water move faster and are slightly further apart

Correct

+1 / 1 point(s)

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?

Your Answer: ​16.5 cm3

Correct

+1 / 1 point(s)

Calculate the density of sulfuric acid if 35.4 mL of the acid is 65.14 g.

Your Answer: 1​ .84 g/mL

Correct

+1 / 1 point(s)

28.5 g of iron hot 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.

Your Answer: 7​ .92 g/cm3

Correct

+1 / 1 point(s)

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

Your Answer: 2​ 83.2 g

Correct

+1 / 1 point(s)

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?

Your Answer: 1​ .4 g/cm3

6. Phase Changes

3. Activity: Phase Change of Water

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

Graph:

Critical Thinking Questions:

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

The temperature of the water was the same at its coldest point (-2 degrees celsius) and
at its hottest point (93 degrees celsius). The temperature was the same when it was
cold because it takes time to heat up the water to make it a different temperature from
its starting temperature. The temperature was the same at its hottest point because that
is the hottest it could go because all the ice had melted and it started to steam.
2. How would the graph be different if we tried this experiment with Gold?

Explain: ​Gold would take a very long time to melt because the temperature to melt
gold would need to be 1,064 degrees celsius and that would take a longer time than

heating up water. Then you would need to get to the boiling point of the gold and
that is 2,700 degrees celsius. The graph would be different because the time span
and the temperature would be a lot larger.
3. What is the role of energy during the phase changes?
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. Turning from a solid to
a liquid is an example of this.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.

The molecules that make up solid objects are more condensed than the molecules that
form liquids and gases. As the water in the beaker gets hotter the molecules become
more spread out and move quickly in all directions which can result in steam, boiling,
and the water turning into a gas.

5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)
An increase in the waters temperature increases the speed at which the molecules
move. As a substance absorbs heat the particles move faster so the average kinetic
energy and therefore the temperature increases.

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 that is being used to boil the 400 mL of ice is greater than the 200 mL
of ice because the 400 mL has more ice in it.

B. Temperature
The temperature at which the ice boils at is the same for both beakers because all water
boils at the same temperature.

C. Average Kinetic Energy
The 400 mL beaker would have more kinetic energy because there are more molecules
that move around in it than the 200 mL beaker.

D. Specific Heat
Specific heat depends on the actual substance that is being boiled. Both beakers will
have the same specific heat because the same amount of energy is being applied to
them.

E. Latent Heat (Define it)
Latent heat is heat that is required to change a solid to a liquid or vapor, or a liquid to
a vapor without changing the temperature. The 400 mL beaker will need more latent
heat since there is more ice in the beaker and it is not using temperature.
7. Why do we put water in a car’s engine? Explain:

Since your car is always running it has a cooling system that keeps it from
overheating. Water is added to the radiator for this purpose. You can also add liquid
coolant to your radiator because just having water in it can boil before the proper
cooling system will boil and that will result into your car overheating.

8. How is this substance different than water? (Moth Crystals)

The moth crystals were going through phase change at about 53 degrees celsius while
the water was going through a phase change at about 83 degrees celsius. The moth crystals
were turning into a solid as they cooled off and the water was turning into a gas as it heated up.
As the moth crystals temperature got cooler, the molecules began to move slower. As the water
heated up the molecules began to move faster which would lead to the water to start steaming
at about 56 degrees celsius.

Phase Changes Quiz

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 Energy
Fusion Pt.​ (C) Pt. ​(C) Vaporization Heat (cal)
(cal/g) (cal/gC)
(cal/g)

Water 37 g 80 0 100 540 1 26,640cal

Silver 37 g 26 961 2212 2356 0.057 90,772.359cal

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 = Mass * Heat of Fusion
Heat = 37g * 80cal/g
Heat = 2960cal

Heat = Mass * Change in Temperature * SH
Heat = 37g * 100C * 1cal/gC
Heat = 3700cal

Heat = Mass * Heat of Vaporization
Heat = 37g * 540cal/g
Heat = 19,980cal

Total: 26,640cal
Scientific Notation: 2.66cal * 104​

B. Silver

Heat = Mass * Heat of Fusion
Heat = 37g * 26cal/g

Heat = 962cal
Heat = Mass * Change in Temperature * SH
Heat = 37g * 1251 C * 0.057cal/gC
Heat = 2638.359cal

Heat = Mass * Heat of Vaporization
Heat = 37g * 2356cal/g
Heat = 87,172cal

Total: 90,772.359cal
Scientific Notation: 9.07cal * 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 because an ocean
has more molecules than a beaker of water. This means that boiling the water in the
ocean would take much longer than boiling the water in the beaker. This would occur
because it would take longer for the molecules to spread and eventually evaporate in the
ocean compared to the water in the beaker. The heat equation for water is Heat = Mass *
Heat of Vaporization. This means that the more mass the water has the more time it
would take for the water to heat up and boil because the temperature would take longer
to heat up when the ocean is compared to the beaker.

2. Would it be possible for there to be solid oxygen on another planet? Explain:
Oxygen Melting Point: -218 C
Oxygen Boiling Point: -183 C

Yes, it is possible for there to be solid oxygen on another plant with extremely
cold conditions. The molecules on that planet would be very close together and not
spread out. Planets that are far from the sun and not in our solar system can have a
frozen atmosphere as a result of getting no light and living in complete darkness. These
planets would have to be at very harsh sub zero temperatures that would be impossible
for humans to live in. Since oxygens melting point is -218​o​ C, the planet's temperature
will have to be below that in order to have solid oxygen. For that planet to maintain the
solid oxygen it would have to be much below -218o​ ​ C, for example the planet’s
temperature could be -250​o​ C.

7. Classifying Matter

Mixture Project

Textbook: Chapter 15 (448-473)

Due:
Vocabulary
Directions: W​ rite the definition and master the words on Vocab.com.
Include a screenshot on google drive showing your mastery of the words.
Include a picture that represents each word.

Quizlet Link: ​https://quizlet.com/_3z0byi

Substance Heterogeneous Solubility Solvent
Mixture
Saturated
Element Homogeneous Atom
Mixture Unsaturated
Supersaturated
Compound Solution Solute

Mixture Concentration Suspension

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

Heterogeneous Homogeneous Element Compound

Mixture Mixture

Methane
Alcohol

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

A Homogeneous Mixture has the same uniform appearance and
composition throughout. Many homogeneous mixtures are usually known
as solutions. A Heterogeneous Mixture consists of visibly different
substances.

● How are Elements and Compounds similar and different?

Elements and Compounds are similar because a compound is a substance
formed when two or more elements are chemically joined. Elements and
Compounds are different because a compound contains atoms of different
elements chemically combined together that have equal proportions. An
element is a pure chemical substance made of the same type of atom.

QUIZ: Classifying Matter

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

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

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad A

Copper C

Lemonade B

Rocks, sand, gravel A

Salt Water B

Gold C

Sodium Chloride ​(NaCl) D

Air (Oxygen, nitrogen, carbon monoxide…) B

K​2​SO4​ 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%

Total Mass: 241g

Large Rocks:
Percent: 125g/241g
Percent: 0.519g * 100
Percent: 51.9%

Small Rocks:
Percent: 75g/241g
Percent: 0.311g * 100
Percent: 31.1%

Coarse Sand:
Percent: 32g/241g
Percent: 0.13g * 100
Percent: 13.3%

Iron:
Percent: 9g/241g
Percent: 0.037g * 100
Percent: 3.7%

Mixture B Mass (g) %
Large Rocks 205 52.7%
58 14.9%
Small Rocks 97 24.9%
29 7.5%
Coarse Sand

Iron
Total Mass: 389g

Large Rocks:
Percent: 205g/389g
Percent: 0.52g * 100
Percent: 52.7%

Small Rocks:
Percent: 58g/389g
Percent: 0.149g * 100
Percent: 14.9%

Coarse Sand:
Percent: 97g/389g
Percent: 0.249g * 100
Percent: 24.9%

Iron:
Percent: 29g/389g
Percent: 0.745g * 100
Percent: 7.5%
Calculation Examples ​(Provide 2 Examples showing how you determined the Mass %)
Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:

K​2S​ O4​ ​ - Potassium Sulfate
(Show Math Here)

K(2) * 39 = 78/174 = 0.448 * 100 = 44.8%

S(1) * 32 = 32/174 = 0.184 * 100 = 18.4%

O(4) * 16 = 64/174 = 0.368 * 100 = 36.8%

Total: 174

Na3​ ​PO​4​ - Sodium Phosphate
(Show Math Here)

Na(3) * 23 = 69/164= 0.42 * 100 = 42.1%

P(1) * 31 = 31/164 = 0.19 * 100 = 18.9%

O(4) * 16 = 64/164 = 0.39 * 100 = 39%

Total = 164

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

charts.

When you are comparing the differences in mass % between the mixtures pie charts and
the compounds pie charts, you can see that the mixtures mass can be changed but an
element’s in a compound atomic weight cannot be. For example, the pie chart for mixture a
includes the mass % of the large rocks which is 51.9%. The large rocks on the pie chart for
mixture b has a mass % of 52.7. This happens because you can change the mass of a
substance in a mixture. For a compound pie chart you can change what the total mass % by
using different elements. For example, in the first pie chart, oxygen had a total mass % of 36.8%
and in the second pie chart it had a total mass % of 39%. This shows that you can change the
total mass % by switching elements in a equation.

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

To begin the process of separating the salt from the sand we took a funnel and lined it
with a coffee filter. Next we poured our sand into the funnel in which it stayed in the coffee filter.
We then took a beaker of water and slowed poured it in and placed a beaker under the funnel.
As the liquid was filtered and poured into the beaker, we put our hot plate on high. After all the
water was in the beaker we poured 20 mL of the murky water into a smaller beaker and placed
in on the hot plate. We could tell when it was 100 degrees celsius because the water began to
boil. After about 15 minutes the water had fully evaporated and all we had left was salt in the
beaker. The salt left in the beaker is the element Na which is sodium.

8. Solubility

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

Salt Solubility Data*

Salt Name Chemical Tempe

Formula rature

(​○C​ )

0 10 20 30 40 50 60 70 80 90 100

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

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

Sodium NaNO​3 73 87.6 102 122 148 180
Nitrate

Barium Ba(OH)2​ 1.67 4 3.89 7 8.22 14 20.9 48 101.4 156 200
Hydroxide 4

Potassium KCl 28.1 31. 34.2 36 40.0 44 45.8 48 51.3 55 56.3
Chloride 2

Lithium LiCl 69.2 74 83.5 85 89.8 94 98.4 105 112 120 128
Chloride

Potassium K​2S​ O​4 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. 36.0 36.2 36.5 36.8 37.3 37.6 38.1 38.6 39.2
Chloride 8

Copper (II) CuSO4​ 14.3 17. 20.7 24.2 28.7 33.8 40.0 47.0 56.0 67.5 80.0
4
Sulfate
(A​ nhydrous​)

Potassium KI 128 144 162 176 192 206
Iodide

*​ Solubility values are given in grams of salt per 100 grams of water
CREATE GRAPH ON ​GRAPH PAPER​ HERE WITH 5 Compounds using different colors

for each line. Fill in the missing solubilities if needed on the chart.

Critical Thinking Questions:

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

The solubility of Sodium Chloride varies with the temperature of the water because as the
temperature of the water rises the solubility rises. For example, at 0 degrees celsius the Sodium
Chloride had a solubility of 35.7g/100. At 100 degrees celsius, it had a solubility of 39.2g/100.
This is only a small difference of 3.5g/100.

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

A generalization I can make about the relationship between solubility and temperature is
that has the temperature of the water increases, the solubility of the substance increases.

3. Estimate the solubility of each salt at certain temperatures by filling in the following
table.​ ​ Use your graph to determine the solubilities.

Salt Name Temper
ature
Ammonium Chloride (○​ C​ )
Potassium Nitrate
Sodium Nitrate 5 15 25 35 45 55 65
Barium Hydroxide
Potassium Chloride 4 5.5 7.5 9 10.2 16 33
Lithium Chloride
Potassium Sulfate 29 33.5 35 38 41 44 46.5

71 78 84 86.5 90.5 95 101

Sodium Chloride
Copper (II) Sulfate (A​ nhydrous)​

Potassium Iodide

Name: __________________________________________Date: 
____________Class____________

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?_​ ___________________

Here's an example of how to read the graph. Find the curve for KClO​3​. 

At 30°C approximately 10g of KClO​3​ will dissolve in 100g of water. If the temperature is 
increased to 80°C, approximately ​40g​ 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​ a​ t 70°C = ​130g
b. NaCl at 100°C= 4​ 0g
c. 70gNH4​ ​Cl at 90°C= ​
NaCld. Which of the ​above​ three substances is most soluble in water at 15°C. = ​

2) Types of Solutions

On a solubility curve, the lines indicate the concentration of a ​saturated solution​ - the maximum
amount of solute that will dissolve at that specific temperature.

Values on the graph ​under​ a curve represent u​ nsaturated 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 solute can dissolve in
a solution that contains 70g of Unsaturated the solution?
NaNO3​ ​ at 30°C (in 100 mL H​2O​ )
25g

a solution that contains 50g of Saturated
NH​4C​ l at 50°C (in 100 mL H2​ O​ )

a solution that contains 20g of Saturated
KClO​3​ at 50°C (in 100 mL H​2O​ )

a solution that contains 70g of KI Unsaturated 60g

at 0°C (in 100 mL H2​ ​O)

Homework – Use the Solubility Graphs on Page 1

1. a. What is the solubility of K​ Cl ​at 5°​ ​C? ​28g/100
b. What is the solubility of ​KCl​ ​at 25°​ C​ ? ​34g/100
15g/100c. What is the solubility of ​Ce2​ ​(SO​4​)​3​ ​ a​ t 10​°​C? ​
5g/100d. What is the solubility of ​Ce​2​(SO4​ ​)3​ ​ at 50°​ C​ ? ​

2. a. At 90​°​C, you dissolved 10 g of KCl in 100. g of water. Is this solution saturated or 

unsaturated? U​ nsaturated. 

b. How do you know?

The point is under the solubility line, therefore 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? Unsaturated

b) As the solution is cooled, at what temperature should solid first appear in the solution? 
Explain. ​35 degrees celsius because that is when the point reaches the solubility line.

4. Use the graph to answer the following two questions:

KlWhich compound is most soluble at 20 ºC? ​  
Ce​Which is the least soluble at 40 ºC? ​ 2

5. Which substance on the graph is l​ east​ soluble at 10​°C​ ? __________

6. A mass of 80 g of KNO​3 i​ s 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)

7. Elements review: Fill in the chart below for some of the compounds on the graph:

Formula # of atoms in formula If the following amounts of solute are dissolved in 100
mL of water: Is the solution S​ ATURATED​ OR
Example: Na = UNSATURATED
NaCl Cl ​=
3 grams dissolved at 0​ºC

Formula # of atoms in formula If the following amounts of solute are dissolved in 100
mL of water: Is the solution S​ ATURATED​ OR
KI UNSATURATED

120 grams dissolved at 0​ºC

7.2 grams dissolved at 70​ºC

Ce(SO​4​)3​

11 grams dissolved at 46.7​ºC

NH​4C​ l