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Published by , 2018-06-06 23:26:54

Improved Science Portfolio (1)

Improved Science Portfolio (1)

Blue Team Science Portfolio 2018  
 

 
 

 

 

 
By: Brenna Gillotti

Scientific 
Method 

 

 
 





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 i​ f 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,​ t​ hey
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 3 brands the tennis ball was

What is the d​ ependent variable​ in the experiment?
How high it drops

According to the passage, what was their​ hypothesis?​
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.

Name t​ hree constants​ involved in the experiment.
1. The size of the ball
2. The kind of ball (tennis ball)
3. The height of where the ball is dropped

Reading #2: P​ erfect Pumpkins​ by Dina Rossi

Alberta, Megan, and Tom are trying to grow the largest pumpkin for the state fair. They decide
to use the greenhouse behind Mr. K’s room. They want to test which type of soil is best suited
for growing pumpkins. Alberta, Megan, and Tom decide that i​ f 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?
Different soil types

2. What is the d​ ependent variable​ in the experiment?

The weight of the pumpkin
3. What was the ​hypothesis​ that Alberta, Megan, and Tom came up with in their experiment?
If they can determine which type of soil is best suited to grow pumpkins, they will win the
blue ribbon.

4. What are t​ hree constants​ in this experiment?
1. Same species of pumpkin seed
2. Watered with the same amount of water
3. All 3 getting the same amount of sunlight

Scientific Method Quiz
September 15th, 2017

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

Will the fish that ate the microwaved food be able to do the maze faster than the fish that
didn’t eat the microwave food?

Hypothesis

If the fish ate microwaved food before completing the maze, then they will be able to complete
the maze faster than the fish that didn’t eat the microwaved food before completing the maze.

Independent Variable

Same maze Same food Same type of fish Same amount of fish

Dependent Variable
Who can complete the race faster

Constants​ (Pick 2)

Their speed Which type of food they eat

Control
The fish that didn’t get the microwaved food

Basic Procedures​:
(List 5-8 steps)

1. Get the fish
2. Put some of the food in the microwave
3. Feed some fish the regular food and some fish the microwaved food
4. Have them complete the maze
5. Record what group goes faster based on what type of food they eat

Data Table:​ (Place data table here)

Fish given the Fishes time given Fish not given the Fishes time not given
microwave food microwave food microwave food microwave food
(groups) (average time in (groups) (average time in
min/sec) min/sec)
Group A Group D
Group B 1:05 Group E 1:45
Group C Group F
1:14 2:01

1:10 1:58

Graph:​ (Place graph here)

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
The purpose of this experiment was to see if giving some fish microwaved food before a maze
and given other fish regular food before a maze would make a difference in their time. The
hypothesis was if the fish ate microwaved food before completing the maze, then they will be
able to complete the maze faster than the fish that didn’t eat the microwaved food before
completing the maze. So 100 fish were fed before the maze and some fish were given
microwaved food to see if they could go faster and some were given regular food. The fish given
the microwave food did end up going faster and the fish given the normal food ended up going
slower as shown in the data table above. This experiment could have improved by giving
specific numbers of how many fish were given normal food and how many fish were given
microwaved food. In conclusion, the experiment had some fish given microwaved food to see if
they would go faster and they did.

Reflection:​ Once we reached the end of the scientific method unit, I learned about the

difference between constants and control. It had confused me as to which one was constants
and which one were controls in an experiment and what exactly was supposed to be in a
constant and a control, but now I know the difference and how to use it in a experiment. Also,
this can help in the real world by what's the same and what's different if I’m testing out
something outside of science class. I secondly learned more about setting up data for an
experiment. I had some knowledge about it before but now I have a better understanding of it.
To conclude, the scientific method unit has taught me about more about what goes in an
experiment and how to conduct the experiment via the better understanding of constants and
control and how to set up data.

Science Article:

“Habitable Titan? Cassini, Huygens Revealed Wonders of Saturn’s Biggest Moon”
written by Space.com contributor Ian O’Neill talks about the the Cassini spacecraft,
which was on a mission to discover “Titan” an Earth-like planet/moon. On October 15,
1997, the Cassini-Huygens mission was launched by NASA, ESA, and the Italian
Space Agency. Mainly, the point of the mission was to land and explore Titan, and
reveal important information about the planet. Many scientists have been amazed and
intrigued by Titan, therefore, the Cassini spacecraft was going to be an important
breakthrough in the scientific world. Furthermore, no other moon in the solar system
has a thick atmosphere like Titan. It seemed very Earth-like from a distance, due to it’s
yellow/green atmosphere. In order to explore this fascinating world, the Cassini
spacecraft passed through the thick atmosphere, while taking important
photographs/visuals of Titan’s atmospheric layers and chemical processes over a
course of two and a half hours. In conclusion, the Cassini Spacecraft was important
because it helped scientists and researchers learn more about Titan, a moon in the
solar system that seemed relatively similar to planet Earth.

Metric System 

Metric Measurement

1. Research the history of the Metric System.
a. The French developed the Metric System
b. A decimal system was proposed in 1670 and it was based off of t​ he length of one
minute of arc of a great circle of the Earth (now called a nautical mile or 1852
meters).

2. What are the Base Units for Length, Mass, Volume and Temperature? ​Link
a. Length: “The standard unit of length in both the SI and original metric systems is
the meter (m). A meter was originally specified as 1/10,000,000 of the distance
from the North Pole to the equator. It is now defined as the distance light in a
vacuum travels in 1/299,792,458 of a second. A meter is about 3 inches longer
than a yard”
b. Mass: “​The standard unit of mass in the SI system is the kilogram (kg​).​ A
kilogram was originally defined as the mass of a liter of water (a cube of water
with an edge length of exactly 0.1 meter). It is now defined by a certain cylinder
of platinum-iridium alloy, which is kept in France.”

c. Volume: “Volume is the measure of the amount of space occupied by an
object. The standard SI unit of volume is defined by the base unit of length
(Figure 3). The standard volume is a​ c​ ubic meter (m​3)​ , a cube with an
edge length of exactly one meter.

d. Temperature: “Temperature is an intensive property. The SI unit of
temperature is the kelvin (K). The IUPAC convention is to use kelvin (all
lowercase) for the word, K (uppercase) for the unit symbol, and neither the
word “degree” nor the degree symbol (°). The degree​ ​Celsius (°C)​ i​ s also
allowed in the SI system, with both the word “degree” and the degree
symbol used for Celsius measurements.

3. Why is the Metric System easier to use?
a. Since the metric system is a decimal system of weights and measures it is easy
to convert between units simply by multiplying or dividing by 10, 100, 1000, etc.
Often this is just a case of moving the decimal point to the right or left.

 

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

Unit Measurement
Length 136 cm
Width 60 cm

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

Unit Measurement
Area 8160 cm

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

Unit Measurement
Ana 160 cm
Brenna 165 cm
Caroline 151 cm

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

Unit Measurement
Area 3285

8. How many km is it from NY to LA? How many meters?

4492.9 kilometers

9. How many km from the Earth to the Sun? How many meters?
149.6 billion m 149.6 million K

Density 

Density Lab Report

Name: Brenna Gillotti
Class: Science 7
Teacher: Mr. Lopez
Date: 9/26/17

Investigation Title:

I. Investigation Design
A. Problem Statement:

How can the 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 (column A in graph)
Levels of IV

Copper Tin Bronze Brass Zinc Aluminum

D. Dependent Variable:y (column F in graph)
Density (g/cm3)

E. Constants: Balance Procedures
Volume of Water

F. Control:
Water- the density of the water is 1 (or room temperature)

G. Materials: (List with numbers)
1. Scale
2. Graduated cylinder
3. Water dropper
4. Metal being used
5. Beaker
6. Ruler

H. Procedures: (List with numbers and details)
1. Grab a graduated cylinder, a beaker, a water dropper, a scale, and a mysterious metal
object
2. Fill the beaker with water
3. Find the mass of the metal object using the scale
4. Record the mass in a chart
5. Fill the graduated cylinder with water(55mL)
6. Record the volume of the water before placing the metal object inside
7. Place the metal object inside the graduated cylinder
8. Find the volume of the water after the metal object is placed
9. Subtract the volume after from the volume before to find the volume of the object
10. Find the density by dividing the mass divided by the volume
11. Record the density

II. Data Collection
A. Qualitative Observations:
● Most metals were a cylinder or rectangular prism
● Felt cold
● Coppery brown and gray colors
● Shiny
● Some felt heavy, some felt light
● Mostly small in size

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

2. Graph

Metals Day 1 Day 2
Copper
Tin 5 19.3
Bronze 29.62 14.75
Brass
Zinc 5 9.87
Aluminum 7.87 7.87
Copper 7.15 14.75
Aluminum 7.25 2.66
7.87 7.87
2.68 7.87

3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3

D = 9 g/cm3​

Tin

D = m/v

D= 28.6 g
4 cm3

D = 14.75 g/cm3​

Bronze

D = m/v

D= 72 g
9 cm3

D = 8 g/cm3​

Brass

D = m/v

D= 266.7 g
27 cm3

D = 9.87 g/cm​3

Zinc

D = m/v

D= 28.6 g
4 cm3

D = 7.15 g/cm​3

Aluminum

D = m/v

D= 29 g
4 cm3

D = 7.25 g/cm3​

Copper

D = m/v

D= 21.6 g
8 cm3

D = 2.7 g/cm​3

Aluminum

D = m/v

D= 29.5 g
11 cm3

D = 2.68 g/cm​3

III. Data Analysis/Conclusion
The purpose of this experiment was to find the masses of each different metal objects given.
The data showed that each of the densities varied in each day that they were experimented.
Likewise, the data also shows that some datas stayed the same while experimented for both
days. This experiment could have been improved by giving more specifics on what metals were
in the known section. In addition, the experiment could have improved by having a better
understanding of what to graph and how to graph it. The hypothesis was if density is known
than unknown metals can be correctly identified because every metal has its own specific
density. This hypothesis was correct because the densities of the known and unknown objects
were found and comparing the densities gave us what metal was for each known and unknown
object. The data table shows that day 1 and day 2 brass had the same density (7.87 g/cm3).
Not only was day 1 and day 2 brass the same density, but also day 1 and day 2 copper had the
same density (7.87g/cm3). In conclusion, the metals and densities were able to be identified for
each known and unknown object.

IV. Research and Applications
6-8 sentences about your topic
*How does Density relate to Plate Tectonics?
There are many ways that plate tectonics and density are related. Plate tectonics is divided into
several separate plates and is the theory of the Earth’s outer shell which is called lithosphere.
Density is what causes plate tectonics to happen. This is what creates mountains and hill and
what also what causes earthquakes, volcanoes, and the continental drift. The earth's density is
located above the average of the earth’s core. The earth’s core is made out of a dense metal
that is a flaming hot iron. The inner core's density is causing force towards the outer cores which
are less dense, which can cause the plates to move in different directions, which is what we call,

plate tectonics. All of this goes back to the float or sink theory of density.
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.livescience.com/37706-what-is-plate-tectonics.html
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html

Density Quiz
​The density of an object is

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: has 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: be more dense than the other

Correct

+1 / 1 point(s)

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

Your Answer: the 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 lowest 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: 100 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: salt 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: sand 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: 283.2 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

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. *​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 temperatures stayed the same for 2-3 minutes then changed temperatures
by 1 degree. The temperatures stayed the same because the molecules were
going through a phase change from liquid to solid.

2. How would the graph be different if we tried this experiment with Gold?
Explain:

This experiment would be different if we tried it with gold because since gold is a
different substance than water, gold will have different melting and boiling points
than water.

3. What is the role of energy during the phase changes?
The role of energy changes in bonding energy between the molecules. If heat
comes into play in a substance during phase change, then the energy breaks
the bonds in between the substance.

4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.

The motion of the molecules are spreading
further away from each other as the water reaches the boiling point and going
through a phase change.
5. How does the Average Kinetic Energy change throughout the experiment?
The average kinetic energy changes because as the temperature increases,
the speed of the molecules increase as well.
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
B. Temperature
C. Average Kinetic Energy
D. Specific Heat
E. Latent Heat (Define it)

7. Why do we put water in a car’s engine? Explain:
W​ e put water in a car’s engine because water will keep the car from
overheating. Water can be added to the car radiator, usually a mix of coolant
and water is used because plain water can boil before the coolant will which
will cause the car engine to overheat.
8. Moth Crystal Graph

Phase Changes Quiz Review

Calculate Heat Energy: * SH

Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature
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 46,800
Aluminum 65 g 95 660 2467 2500 0.21
193,340.5
Gold 65 g 15 1063 2800 377 0.03 5
Silver 65 g 26.5 961 2212 564 0.057
28867.15

43017.455

*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum

1. Heat = Mass * Hf​ usion
2. Heat = 65g * 95 cal/g
3. Heat = 6175 calories
*i now have liquid aluminium*
1. Heat = Mass * change in temp. * SH
2. Heat = 65g * 1807 C * .21 cal/gC
3. Heat = 24,665.55 calories
*i reached the BP of aluminium*
1. Heat = Mass * H​vaporization
2. Heat = 65g * 2500 cal/g
3. Heat = 162,500 calories

Total energy = 193,340.55 calories

B. Gold
1. Heat = Mass * H​fusion
2. Heat = 65g * 15 cal/g
3. Heat = 975 calories

1. Heat = Mass * change in temp. * SH
2. Heat = 65g * 1737 * 0.03
3. Heat = 3387.15 calories

1. Heat = Mass * H​vaporization
2. Heat = 65g * 377 cal/g
3. Heat = 24505 calories

Total energy = 28867.15 calories

C. Water

1. Heat = Mass * H​fusion
2. Heat = 65g * 80 cal/g
3. Heat = 5200 calories

1. Heat = Mass * change in temp. * SH
2. Heat = 65g * 100 C* 1 cal/gC
3. Heat = 6500 calories

1. Heat = Mass * H​vaporization
2. Heat = 65g * 540 cal/g
3. Heat = 35100 calories

Total energy = 46,800 calories

D. Silver

1. Heat = Mass * Hf​ usion
2. Heat = 65g *26.5 cal/g
3. Heat = 1722.5 calories

1. Heat = Mass * change in temp. * SH
2. Heat = 65g * 1251 C * 0.057 cal/gC
3. Heat = 4634.955

1. Heat = Mass* H​vaporization
2. Heat = 65g * 564 cal/g
3. Heat = 36660 calories

Total energy = 43017.455 calories

Graph your Results:

Questions:
1. How are the substances different?

The substances are different because water is a liquid and aluminum and gold are solids which
means that each substance will have a different melting and boiling point.

2. What is the difference between Heat and Temperature?
The heat of the object is the total energy and the molecules move faster when the object is
hotter. However, the temperature is the average thermal energy of the molecules in a substance
and measures in degrees F or C.

3. Place your Heat Energy results in Scientific Notation.
Each object had a different total energy based on mass and other key points.

4. Why do metals have such low specific heats? How does this relate to Conductors?
Because atoms in metal are close together and can transfer heat easily using conduction from
one atom to another.

5. How are Heat and Temperature different for the following pictures of​ ​boiling

water? Explain:​ (Hint: Use the Heat equation)
Because the heat and temperature are different because one is in a beaker and the other is out
in the ocean.

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 26,640

Silver 37 g 26 961 2212 2356 0.057 90764.359

Directions: D​ etermine the Heat Energy required to completely evaporate the substances in the
data table.

*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Water
Heat = Mass * H​fusion
Heat = 37g * 80 cal/g
Heat = 2960 calories

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

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

Total Heat Energy = 26,640 calories

Scientific Notation:
26.7 * 10​3

B. Silver

Heat = Mass * H​fusion
Heat = 37g * 26 cal/g
Heat = 962 calories

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

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

Total Heat Energy = 90764.359 calories

Scientific Notation:
90.8 * 104​

Graph your Results:

Writing (_____ out of 4)
Questions:

1. How are Heat and Temperature different for the following pictures of​ ​boiling​ ​water?

Explain:​ (Hint: Use the Heat equation)
Heat and temperature are different for the pictures of boiling water because the temperature
stays the same but the heat is different. The temperature is the same because water at its
boiling point (100 ℃) but because of the fact that there is more water out in the river rather than
the beaker, the heat of water in the beaker vs. the river, are different.

2. How can you use the unit (cal/gC) to explain the difference between Water and Silver?
One difference between silver and water are that they each have their own Specific Heat.
Waters SH is 1 cal/gC and silvers SH is 0.057 cal/gC. They are different because the silver
can be easier as a conductor because there is less energy that needs to be used.
However, water has more energy that needs to be conveyed which makes it harder as a
conductor.

Mixtures/ 
Classifying 

Matter 

 

 

 
 
 
 

 
 

Candy Mixture Lab

Blue tin mass: 2.2 g
Overall mass (combined candy): 44.5g

Pieces of candy: 49
Marshmallows: 14
Peanut M&M: 3
Skittles: 20
Regular M&M: 12

Types of Candy Mass (g)
Marshmallows 7.9
Skittles 21.5
Regular M&M’s 10.8
Peanut M&M’s 4.3
Combined Mixture (all 4 types) 44.5

Step 1: Finding Percentages

Percent of Marshmallows: 18%
7.9/44.5 = .18 * 100 = 18%

Percent of Skittles: 48%
21.5/44.5 = .48 * 100 = 48%

Percent of Regular M&M’s: 24%
10.8/44.5= .24 * 100= 24%

Percent of Peanut M&M’s: 10%
4.3/44.5 = .10 * 100 = 10%

Step 2: Pie Chart

Step 3: Angles
Marshmallows: 18 * 360 = 6480°
Skittles: 48 * 360 = 17280°
Regular M&M’s: 24 * 360 = 8640°
Peanut M&M’s: 10 * 360 = 3600°

~ Rocks & Sand Mixture Lab ~ 

 

Materials/Items in Mixture: 
➢ Sand 
○ Thick Mix 
○ Thin Mix 
○ Metal 
➢ Wood 
➢ Pennies  
➢ Screws 
➢ Rocks 
➢ Other 

 

Mass of Beaker: 127 g 

Mass of Blue Container: 2.2 g 

 

Item  Mass (g) 

Sand (Thick)  36.0 

Sand (Thin)  4.2 

Sand (Metal)  0.8 

Wood  3.1 

Pennies  57.9 

Screws  5.6 

Rocks  326.6 

Other  4.0 

Total (All Items)  435.6 

~ Finding Percentages ~ 

 

Sand (Thick) = 8% 
36/435.6 = 0.08 * 100 = 8% 
 
Sand (Thin) = 0.9% 
4.2/435.6 = 0.009 * 100 = 0.9% 
 
Sand (Metal) = 0.1%  
0.8/435.6 = 0.001 * 100 = 0.1% 
 
Wood = 0.7%  
3.1/435.6 = 0.007 * 100 = 0.7%  
 
Pennies = 13%  
57.9/435.6 = .13 * 100 = 13% 
 
Screws = 1.2% 
5.6/436.6 = 0.0128* 100 = 1.288% 
 
Rocks = 74%  
326.6/435.6=.749 * 100= 74.9 % 
 
Other = 0.9% 
4/435.6= 0.009* 100 =0.9% 
 

Spreadsheet Link: 
https://docs.google.com/a/cheshire.k12.ct.us/spreadsheets/d/1co9KxI7bnmo1tBCn0Y
SWslHeXjgWD6XgfIkbSMugQPY/edit?usp=sharing 
 

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​SO​4 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 %)
125/241 = 0.5186 * 100 = 52%
205/389 = 0.5269 * 100 = 53%

Graphs:
Mixture A

Mixture B

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

K​2S​ O4​ ​ - Potassium Sulfate
(Show Math Here)
Potassium: 39(2) = 78/174 = 0.448 * 100 = 45%
Sulfur: 32(1) = 32/174 = 0.183 * 100 = 18%
Oxygen: 16(4) = 64/174 = 0.367 * 100 = 37%
Total: 174 = 100%

Graphs:

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

charts.
A compound consists of 2 or more atoms which are chemically bonded together. Plus, a
compound also has an exact atomic mass for each element. For example, Potassium has an
atomic mass of 39.0983 grams, Sulfur has an atomic mass of 32.06 grams, and Oxygen has an
atomic mass of 15.9994 grams. A mixture, however, contains 2 or more elements, lattices,
molecules, compounds, or any other substance which do not have a chemical bond. For
example, the small rocks in mixture A has a mass of 75 grams which lead to its mass percent
being 31%. But, in mixture B, the small rocks has a mass of 58 grams which lead to its mass
percent being 15%. Furthermore, mixtures can either be heterogenous or homogenous, and the
mass will depend on what substance and how much of the substance consists in the mixture.

2. E​ xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
The salt is very hard to be identified in the sand which is why a magnetic force was used to get
the salt out of the sand. A magnet was placed in a paper towel and was not placed directly in
the sand because then the salt would not be able to be picked up by the magnet. So, the paper
towel was wrapped around the magnet, then the magnet was placed directly above the sand,
but not touching the sand yet. Once some salt was picked up, the paper towel wrapped magnet
was placed in the sand to pick up more of the magnetic salt. The magnet was moved around in
various places to pick up more salt. Afterwards, the paper towel was placed above a container
and was slowly removed. The salt would then fall into the container, and now the salt was
separated from the sand.

 
 
Solubility/ 
Chemical 
Reactions  

7. Solubility Graph Practice:
Directions: C​ onstruct a solubility graph that contains 3 substances from
the chart. (Temperature on X-axis and Solubility on Y-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 KNO3​ 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 ? 3.89 ? 8.22 ? 20.9 ? 101. ? ?
Hydroxide 4 4

Potassium KCl 28.1 31. 34.2 ? 40.0 ? 45.8 ? 51.3 ? 56.3
Chloride 2

Lithium LiCl 69.2 ? 83.5 ? 89.8 ? 98.4 ? 112 ? 128
Chloride

Potassium K2​ S​ O4​ 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19. 21.4 22.9 24.1
Sulfate 8

Sodium NaCl 35.7 35. 36.0 36.2 36.5 36.8 37.3 37. 38.1 38.6 39.2
Chloride CuSO​4 8 6

Copper (II) KI 14.3 17. 20.7 24.2 28.7 33.8 40.0 47. 56.0 67.5 80.0
Sulfate 4 0

(​Anhydrous​) 128 ? 144 ? 162 ? 176 ? 192 ? 206
Potassium *​ Solubility values are given in grams of salt per 100 grams of water

Iodide

Critical Thinking Questions:

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

As I’ve noticed through the data and graph, the solubility of NaCl (salt) varies depending on the
temperature. In the beginning, while the temperature of water is at 0°C, the solubility of the salt
is 35.7g. As the temperature increases to 10°C, the solubility is now 35.8g. In addition, the
solubility of salt in water heated to 50°C was 36.8g. Lastly, as the temperature increases to
100°C, the solubility changes to 39.2g. Although the difference between solubility was slight, it
still proved that the solubility was altered as water temperatures changed up/down.

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

I’ve noticed that as temperature increases, so does the solubility in most substances. With this in
mind, substances such as ammonium chloride, potassium nitrate, sodium nitrate, barium
hydroxide, potassium chloride, lithium chloride, potassium sulfate, sodium chloride, copper
sulfate, and potassium iodide (all substances in the data table above) have solubilities that

increase as the temperature rises. Potassium sulfate becomes more soluble as temperatures
increase. Approximately 7.4g of potassium sulfate dissolve in 0°C water. At about 50°C, 16.5g
of potassium sulfate can be fully dissolved. As the data shows, the solubility of potassium sulfate
increased as the temperature was raised by 50°C.

3. Estimate the solubility of 3 salts 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
? ??????

? ??????

? ??????

? ??????

Lithium Chloride ? ??????

Potassium Sulfate 8.5 10 11.5 13 15 16 18.2

Sodium Chloride 35.8 36 36.2 36.3 36.6 38 38.2

Copper (II) Sulfate (​Anhydrous​) 15 18 22.3 25.5 30 35 43.7
Potassium Iodide ? ??????

 
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?

NH3​ ​ and Ce2​ (​ SO4​ )​ 3​ ​ decrease as the temperature 
increases. Everytime time temperature increases, the 

solubility of those substances curves down (decreases).

Here's an example of how to read the graph. Find the curve for KClO3​ ​. 

At 30°C approximately 10g of KClO​3​ will dissolve in 100g of water. If the temperature is 
40g ​increased to 80°C,  approximately ​
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 = 1​ 30g
b. NaCl at 100°C= ​40g
c. 70gNH​4C​ l at 90°C= ​

d. Which of the ​above​ three substances is most soluble in water at 15°C. = NaCl 

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 u​ nder​ 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​ )
26g

a solution that contains 50g of Unsaturated 2g
NH4​ ​Cl at 50°C (in 100 mL H​2​O)

a solution that contains 20g of Unsaturated 1g
KClO​3​ at 50°C (in 100 mL H​2O​ )

a solution that contains 70g of KI Unsaturated 57g

at 0°C (in 100 mL H​2​O)

Homework – Use the Solubility Graphs on Page 1

28g1. a. What is the solubility of K​ Cl a​ t 5°​ ​C? ​
34gb. What is the solubility of K​ Cl​ ​at 25​°​C? ​
14gc. What is the solubility of C​ e2​ (​ SO4​ )​ 3​ ​ ​ a​ t 10​°​C? ​
5gd. 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?​ ​Unsaturated 

b. How do you know? 
I know that this solution is unsaturated because it is under the KCL curve. 

3. A mass of 100 g of NaNO3​ ​ is dissolved in 100 g of water at 80ºC. 
a) Is the solution saturated or u​ nsaturated?​ ​Unsaturated

b) As the solution is cooled, at what temperature should solid first appear in the solution? 
Explain. 

The first solid should first appear in the solution at 35 degrees celsius. I know this because the 
point the curve is at is 35°C. 

 

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

KIWhich compound is most soluble at 20 ºC? ​
Which is the least soluble at 40 ºC? C​ e​2​(SO4​ ​)​3

KClO​5. Which substance on the graph is ​least​ soluble at 10​°C​ ? ​3

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 (​See question #2 on the other side for a hint)


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