Blue Science Portfolio (4)

Determine the Heat Energy required to completely evaporate the
substances in the data table.

Water:
A. Heat= m Heat of fusion
Heat= 37 g 80 cal/g
Heat= 2960 calories

B. Heat= m Change in Temp SH
Heat= 37 g * 100 C * 1 cal/gC
Heat= 3700 calories

C. Heat = m Heat of Vaporization
Heat = 37 g * 540 cal/g
Heat = 19,980 calories
Total: 2960 + 3700 + 19980 Calories
Total: 26,640.0

B. Silver
A. Heat= m Heat of Fusion
Heat= 37 g 26 cal/g
Heat= 962 calories

B. Heat= m Change in Temp SH
Heat= 37 g 1251 C 0.057 cal/gC
Heat= 2638.359 Calories C

C. Heat = m Heat of Vaporization
Heat= 37 g 2356 cal/g
Heat= 87,172 calories
962 + 2638 + 87,172
Total: 90,072 calories

Graph:

Questions:

1. How are Heat and Temperature different for the following pictures
of boiling water?
Heat and temperature are different because they have different

melting and boiling points. They are also different because heat tells
you the warmth in the air while temperature tells you about the degree
of an object.

2. How can you use the unit (cal/gC) to explain the difference between
Water and Silver?

You can use the unit of cal/gC to explain the difference between
water and silver because they are not the same. They are both
completely different because they have different boiling and melting
points. These metals are similar to fingerprints because there are all
different. Calories over grams Celsius is used by telling you how many
calories per grams water and silver are and what the difference is.

What is the Atomic Structure?

An Atomic Structure is a structure of an atom including protons, neutrons,
electrons and its charges based on by the periodic table of elements.

In this unit I learned about each layer and name of what makes up an atom.
I also learned who, what, and how important people discovered it, and how
it has developed through time to what has been unwrapped by the scientist

of today.

Atomic Structure Notes, Trends, and Graphs

An atom is considered to be “indivisible because it was once thought that atoms were the
smallest things in the universe and could not be divided.” Atoms are made up of protons,
neutrons and electrons and are composed of even smaller particles called quarks. Adding a
proton to an atom makes a new element, while adding a neutron makes an isotope, or heavier
version, of that atom.

The Theory of the Atom goes back to 440 B.C. to Democritus, a Greek scientist and
philosopher. The atom started in the 19th century. It started out as a theory that John Dalton
came up with by figuring out that matter is made up of atoms that are indivisible and
indestructible. After he made this theory, other scientists were trying to prove his theory and
go deeper into it, like J.J Thomson who discovered the electron in 1897 and suggested the idea
model of “plum pudding”. Another scientist name Ernest Rutherford suggested electrons orbit
atomic nucleus in 1911. Many other scientists were involved in the making and proving of this
discovery and will learn about later.

John Dalton was born on September 6, 1766 in
Eaglesfield, England. He was an english chemist, physicist, and
meteorologist. Both him and his brother were color blind so he
wanted to figure out using nothing but his own knowledge and
study color blindness by experimenting. In 1803, when he was
just 37 years old, proposed the theory of the atom by figuring
out that matter is made up of atoms that are indivisible and
indestructible. On July 26, 1844, he died at the age of 78
caused by a stroke, although lived a memorable life for
proposing the atomic theory.

Joseph Thomson discover the electron in 1897 using Cathode Ray
Tube experiment. He was the first to discover the electrons and how
they are much smaller than atom themselves. Based off of John
Dalton’s theory in the 1800’s, Thomson was able to answer in which
atoms weren’t solid and indivisible, but made of of smaller,
subatomic particles.

Ernest Rutherford and was born on August 30, 1871, and was a
Chemist and physicist the central figure in the study of
radioactivity and led the exploration of nuclear physics. A pioneer
of nuclear physics and the first to split the atom. He was
introduced and taught science at a young age and was a very
smart man who got many scholarships into good colleges.
Rutherford was also awarded the 1908 Nobel Prize in Chemistry
for his theory of atomic structure. Rutherford died on October 19,
1937 of a strangulated hernia.

Niels Bohr was born on October 7, 1885 Niels Bohr went on to
become a physicist who came up with a revolutionary theory on
atomic structures and radiation emission. In 1922, he won the
Nobel Prize in physics for his accomplishments. Years later, Niels
Bohr was a Nobel Prize-winning physicist and humanitarian
whose revolutionary theories on atomic structures helped shape
research worldwide.

Isotopes are two or
more forms of the same
element which contain
equal numbers of
protons but different
numbers of neutrons in
nuclei. It also separates
the neutrons. As well as
based on how many
neutrons they have.

Atomic Mass is the mass of an atom of a chemical element
which shows in atomic mass units. It’s exactly and equal to
the number of protons and neutrons in the atom. The
inventors of the atomic mass are John Dalton and Thomas
Thomson between the years 1803 and 1805 as well as Jöns
Jakob Berzelius between 1808 and 1826.

A charge is also known as being an electric charge, electrical charge, or electrostatic charge is a
characteristic of a unit of matter which it has more or fewer electrons than protons.

Valence Electrons are outer shell electrons that is related with an atom, and can participate in
the formation of a chemical bond if the outer shell is not closed. Both atoms in the bond
contribute one valence electron to make a form a shared pair in a
single covalent bond.

The life of the Mendeleev In 1869 Russian chemist Dmitri
Mendeleev started the development of the periodic table, arranging
chemical elements by atomic mass. He predicted the discovery of

other elements, and left spaces open in his periodic table for them. In 1886 French physicist
Antoine Bequerel first discovered radioactivity.

The vertical columns on the periodic table are called groups or families because of their similar
chemical behavior. All the members of a family of elements have the same number of valence
electrons and similar chemical properties. The horizontal rows on the periodic table are called
periods.

Some trends on the periodic table are electronegativity, ionization energy, electron affinity,
atomic radius,melting point, and metallic character. provide chemists with an invaluable tool to
quickly predict an element's properties.

Noble Gases any of the gaseous elements such as helium, neon, argon, krypton, xenon, and
radon, which is in Group 0 (18). Compounds of xenon, krypton, and radon are now known for
being reactive while they weren’t long ago.

This article “What is an Atom” is all about the amazing scientific discovery of an atom and its
structures. The main structures of the atom are nuclei, protons, neutrons, and electrons. It also
talks about all the different people who made it what it is today, such as John Dalton, Joseph J,
Thomson, Ernest Rutherford, and Niels Bohr. Those
people discovered and unleashed some of the world’s
greatest accomplishments which made these people go
down in history. They all worked very hard in school,
although didn’t grow up in the best way financially,
considering its back then. They all has their own way of
figuring out the mystery of atoms and how it all worked
together. Some men even won awards for their hard work and dedication towards something
that didn’t yet exist. The article also explains the parts of the atoms and what’s in them and its
charges and how everything is put together nicely to make sense. As you can see, this article is
all about the great accomplish by people who made a difference is history.

What are Isotopes?
Isotopes are “each of two or more forms of the same element that
contain equal numbers of protons but different numbers of neutrons in

their nuclei”.

In this unit I learned what it is, what it’s made up of, and how it works. I
also learned how to predict the age of a fossil based on little
information and with my skills with math calculation.

Isotope #1 Fossils and Percents - Activity
0
100
2300 50
4600 25
6900 12.5
9200 6.25
11,500 3.125
13,800 1.06
16,100 .5
18,400 .25
20,700 .125
23,000 0

Isotope #2 100
0 50
25
1500 12.5
3000 6.25
4500 3.125
6000 1.06
7500 .5
9000 .25
10,500 .125
12,000 0
13,500
15,000

Isotope #1
Isotope #2

Fossil A - 18% of Fusarus remaining

The Montanosaurus fossil is older than the Montanosaurus fossil because
when the fossil Fusarus was at 100% remaining it was 0 years old, as well
as the Montanosaurus fossil. But as the years go on, the percentage of the
isotope lessens. Over a course of 1500 years it is half of its percent (50%).
The graph helps you determine at what year the age and percent of the
isotope was. If you wanted to see how many years old it was at 18% then
you use the chart to find the age which is around 5200 years old.

Fossil B - 35% of Montanosaurus remaining

The Montanosaurus fossil is younger than the Fusarus fossil because when
the fossil it 0 years old, they both have 100% remaining fossil.

M&M Lab Conclusion:

The isotopes and m&m in class lab
experiment was similar because the
chocolate m&m’s were like one isotope and
the peanut butter m&m’s were like another,
and the whole thing was a percent
abundance. The way we calculated the
mass of each “isotope” (m&m) was that we
weighed the chocolate m&m’s and divided it

by 35, (number of choco m&m’s) and
got the answer of 0.87 grams. For the
peanut m&m’s mass, we got 17.3 and
divided that by 7 which was 2.5
grams. After, we divided the number
of each m&m’s by the total of 42
m&m’s. The chocolate m&m’s got
83% and the peanut m&m’s got 17%.
Overall, the atomic mass was
calculated by the mass of the isotope
(chocolate) times the percent abundance, plus the mass of the
second abundance (peanut), times that percent abundance over
100 and got 1.27 grams.

Isotopes Quiz:

Construct a graph that will help you determine the age of fossils.

I​ sotope A Percent Isotope
Years 100
0 50
5730 25
11,460 12.5
17,190 6.25
22,920 3.125
28,650 1.06
34,380 .5
40,110 .25
45,840 .125
51,570 0
57,300

Questions:

How old is the following fossil? Fossil A - 73% of Isotope A remaining
If this fossil has 73% remaining then you have to look at the graph to determine its

age. According to this graph, fossil A is around 6000 years old.

2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining
If this fossil has 15% remaining, then fossil B is around
16-17 hundred years old.

3. What percentage of Isotope A is remaining if the fossil is 1200
years old?
(Use your graph)
If the remaining fossil is 1200 years old than the percentage
is around 60-70%.

Average Atomic Mass Calculations

1. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl
(mass = 34.969 amu) and 24.47 percent 37Cl (mass = 36.966 amu).
Calculate the average atomic mass of chlorine.

(34.969 x 75.53) + (24.47 x 36.966) = 2641.21 + 904.56 = 3545.77
amu

2. Calculate the atomic mass of silicon. The three silicon isotopes have
atomic masses and relative abundances of 27.9769 amu (92.2297%),
28.9765 amu (4.6832%) and 29.9738 amu (3.0872%).

(27.9769 x 92.229) + (28.9765 x 4.6832) + (29.9738 x 3.0872) =
2​ 580.28 + 135.7 + 92.54 = 28.0852 amu

Conclusion: The percent abundance contributed to the average atomic
mass of the element is by multiplying the mass and % for each
element and adding them all together and getting however much amu.
For instance, chlorines (Cl) data shows that it has two isotopes which
is calculated by multiplying its mass and percent for both, and adding
it together to get its amu.

What is Velocity?

It’s simple. Velocity is the speed of something in a given direction.

In this unit I learned about speed and equations by doing
problems and experiments to test out the velocity of a object and

why that happens.

Velocity Story

Description Distance (m) Time (sec.) Velocity (m/s)
0.5
Get out of seat 02 0.333...
0.29
Walk down the aisle + take left 9 3
0.25
Walk towards the sink and take 14 4 0.27
right 1
0
Walk out of the door and take a left 12 3

Walk towards the water fountain 15 4

Step towards the water fountain 1 1

Get a drink 03

Mini Story: W​ hen Theresa was feeling thirsty she got up to get a drink which was indeed very
close to the classroom. It took her 2 second to get up out of her seat and and 3 seconds to walk
down the aisle which is 9 feet. She then turned and walked 14 feet in a solid 4 seconds. She
walked out of the door of 12 feet in 3 seconds. Almost there, she takes another 15 feet in 3
seconds then an extra second to take a sip.

Velocity Project

Definitions:

Motion- a​ ction​ or process Speed- the rate at which Position- something has
of movement been l​ ocated/​ placed
someone is able to ​move
or do something

Distance- the ​space Acceleration- a vehicle's Terminal Velocity- the
between any points
capacity​ to gain within a constant​ speed that a free
short time falling object reaches.

Time- a ​measure​ of a Initial Velocity- velocity of Displacement- the ​moving
period in which an activity of something from its place
an object before
is being done acceleration​ causes or position
change

Velocity- speed of Final Velocity- the velocity Key Metric Units- the most
something in a given at a f​ inal​ point of time
direction common​ metric units used
for measurement

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.

The difference of speed and velocity is that speed is how fast your moving, but
velocity keeps track of distance.
3. Pick 2 cities in the United States or world and construct a data table and graph
showing the amount of hours that it would take to travel between the 2 cities with
the following modes of transportation:

Cheshire, CT to Miami FL = 1,372 miles

Fastest Runner
T = D/V
T = 1,372 miles/27.8 mph
T = 49.4 hrs

Model T Ford
T = D/V
T = 1,372 miles/45 mph
T = 30.5 hrs

Hindenburg
T = D/V
T = 1,372 miles/84 mph
T = 16.3 hrs

Tesla top speed
T = D/V
T = 1,372 miles/ 155 mph
T = 8.9 hrs

Fastest train
T = D/V
T = 1,372 miles/ 375 mph
T = 3.7 hrs

35 Fighter Jet
T = D/V
T = 1,372 miles/ 1,200mph

T = 1.1 hrs

4. What would like to see in this city when you arrive? What tourist attraction?
What restaurant would you like to visit in this city? Provide pictures
What is the basic history of this city?

I would love to visit miami beach and many famous tourists attractions like Parrot
Jungle Island, South Pointe Park, Miami Seaquarium, Coral Castle and more. I would
also want to eat at ad many well-known restaurants from Mexican, Chinese, Japanese,
Italian, seafood, and anything new to try.

5. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed. Show a double bar graph
with the 2 different times for each vehicle. Include pictures and brief description
of each mode of transportation

27.8 mph 1.18 = 32.8
T = 1,372 miles/32.8 mph
T = 41.8 hrs

45 mph 1.18 = 23.7
T = 1,372 miles/23.7 mph
T = 57.9 hrs

84 mph 1.18 = 44.3
T = 1,372 miles/44.3 mph
T = 31 hrs

155 mph 1.18 = 81.8
T = 1,372 miles/81.8 mph
T = 16.8 hrs

375 mph 1.18 = 197.8
T = 1,372 miles/197.8 mph
T = 6.9 hrs

1,200 mph 1.18 = 633
T = 1,372 miles/633 mph
T = 2.2 hrs

Sun:
T = D/V
T = 92.96 million miles/1,200 mph
T = 77466.7 hrs
SN = 7.75 104​

Saturn:
T = D/V
T = 2.7 billion miles/1,200 mph
T = 2​ 56.7​ hrs
SN = 2.57 10​2

Neptune:
T = D/V
T = 746 million miles/1,200 mph
T = 70.9 hrs
SN = 7.1 10​1

What is GPE and KE?
GPE stands for gravitational potential energy and KE

stands for kinetic energy.

In this unit I learned about the different equations to find
different gravitational energy along with practices and a

quiz to test my skills.

Potential Energy Project

Energy - the strength  Joules - unit of  Chemical Potential  Law of 
and vitality required  energy 
for sustained  Energy - is the  Conservation of 
physical or mental 
activity  energy stored in  Energy - a 
 
the chemical  principle in 

bonds of a  physics 

substance  

Kinetic Energy (KE)-  Kilojoules (KJ) - a  Elastic Potential  Gravity - force that 
energy that a body  unit of measure of  Energy - energy  attracts a body 
possesses by being  energy  stored as a result  towards the Earth 
in motion.  of deformation of 
an elastic object 

Potential Energy - the  Gravitational  Mechanical   
energy possessed by  Potential Energy -  Energy - is the 
a body by virtue of its  energy an object  sum of potential 
position relative to  possesses  energy and kinetic 
others, stresses  because of its  energy and the 
within itself, electric  position in a  energy associated 
charge, and other  gravitational field  with the motion 
factors  and position of an 
  object 

Determine the Gravitational Potential Energy (GPE) of an object with its mass, gravity
and height. ( 2.2 lbs = 1 kg)

Object: M​ otorcycle - 180 kg (396 lbs)

Determine the GPE of one of the masses on the following planets:
Planet #1 - 17% greater than Earth’s Gravity
Planet #2 - 39% less than Earth’s Gravity - Jupiter
Planet #3 - 82% greater than Earth’s Gravity

Use the height of your favorite Roller Coaster. You will use this to figure out the Velocity
at the bottom of the hill on the Star Wars Planets.

Superman from Six Flags
Height: 67 m
Mass of Motorcycle: 180 Kg

Calculations:

Choose 3 planets from the Star Wars Universe and use 3 different

Object - Motorcycle
Planet - Jupiter

GPE = m g h
GPE = 180 Kg 5.978 m/s^2 67 m
GPE = 72094.68 joules

KE = mass velocity^2
72095 = 67m v^2
1076.0 = v^2
32.8 = V m/s

Data Table:

Earth mass (kg) gravity H1= your coaster GPE
Object 180kg 9.8m/s^2\
Motorcycle 67m 118188j

Mars mass (kg) gravity ? H1 = your coaster GPE
Object 180kg 11.47m/s^2
Motorcycle 67m 138,328.2j

Jupiter mass (kg) gravity H1 = your coaster GPE
Object 180kg 5.978 m/s^2
Motorcycle 67m 72094.68j
mass (kg)
Neptune 180kg gravity H1 = your coaster GPE
Object 17.8m/s^2
Motorcycle 67m 214668 j

Graph:

X - axis: Planet
Y -axis: Potential Energy

Questions:

1. What factors affect Gravitational Potential Energy?
Some factors that can affect Gravitational Potential Energy are the mass of the object being
dropped, the height at which it is dropped, and the acceleration at which it falls, which is based
on the planet in which it’s dropped from.

2. Why did the GPE change on the other planets?
The GPE changed on other planets because the amount of gravity is different on each planet.
So if the gravity is different so will the acceleration. The different acceleration will change the
formula used to find GPE.

3. Which planet would you be able to hit a golf ball further? Explain using data.
You would be a able to hit a golf ball further on a planet where there is less gravity. Anabel’s
planet is 17.8 m/s^2, while the gravity on Faith’s planet is 11.47m/s^2. Since gravity is
measured by acceleration, an object that is dropped at the same height on both planets would
hit the ground first on Anabel’s planet. So the golf ball would travel farther on Faith’s planet

rather than Anabel’s. As you can see, we concluded that you would be able to hit a golf ball
further on a planet that has a lower gravity.

4. How does GPE relate to Chemical Potential Energy?
Gravitational Potential Energy relates to Chemical Potential Energy because both have to do
with how far away two objects are from each other. In Chemical Potential Energy, there is more
energy between two atoms if they are farther away from each other. In Gravitational Potential
Energy, there is more energy if an object is farther away from the Earth.

5. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.

At the object’s highest point, it has a lot of GPE, and no kinetic
energy. Once it hits the lowest point, it has a lot of kinetic energy,
and no GPE.

GPE/KE Quiz:

You are an engineer for a major engineering firm that will design the lift motor and safety
restraints for the next roller coaster on the planet Hoth in Star Wars. Hoth has a gravity equal to
37% g​ reater than Earth’s. The Star Wars Theme Park needs to provide you with the velocity of
the roller coaster on this planet to help you with your design. Your roller coaster will be called
the Millenium Falcon and will have a height of 1​ 25 m​. Your roller coaster will “The Falcon” will
have a m​ ass of 7000 kg.​ You will need to compare the needs for safety on Earth to the needs
on Hoth.

Calculations:

Earth Hoth

GPE = mgh 9.8 m/s​2​ 1.37 = ​13.426
GPE = 7000 kg 9.8 m/s2​ ​ 125 m
GPE = use this answer below for KE GPE = mgh
GPE = 7000 kg 1​ 3.426​ 125 m
KE = 0.5 mV​2
Use answer from above = 0.5 (7000)V2​ GPE = 1​ 1747750​ J

8575000​ = 3500 V2​ KE = 0.5 mV2​
Divide by 3500 = 2​ 450 11747750​ = 3500 V​2

Square root Divide by 3500
Square root of both sides
49.5​ = V
57.5​ = V

Data Table: Velocity
Planet 49.5
Earth 57.5
Hoth

Graph:

Conclusion: The purpose of this lab was to figure out which planet had the most velocity.
From my data evidence, I concluded that planet Hoth had a velocity of 57.5 by multiplying
mass, gravity, and height. So to plug in the numbers I got GPE equals 7000 kg 9.8 m/s2​
125 m = 8575000. Then I did the equation of KE which is 0.5 mV​2 a​ nd plugged in 0.5
(7000)V2​ ​ which equaled 3500. I then divided 8575000 by 3500 and got 2450 which I lastly
square rooted it and got the final answer of 49.5=V. I did the same exact thing for planet
Hoth and the final velocity is 57.9, which concludes that Hoth has a larger amount of
velocity.

Extra Problem:

1. The Millenium Falcon Roller Coaster has a ​mass of 3200 kg​ on Planet Tatooine.
The height of the roller coaster is 1​ 5 m​ which results in a Potential Energy of
800,000 J​. What is the gravity on Planet Tatooine?

GPE = mgh (Multiply 3200 X 15)
800,000 = (3200 kg)(g)(15 m) (Divide 8500/48000)
800,000 = 48000 g
16.7​ m/s = gravity

Explain your answer:
I got the answer of 16.7 as the gravity by multiplying 3200 * 15 and got 48000. I

took the number of joules and divided it by 48000 which got my answer of 16.7 m/s.

What is a Classifying Matter?
“Two principal ways of classifying matter are according to its physical state
(as a gas, liquid, or solid) and according to its composition (as an element,
compound, or mixture). States of Matter. A sample of matter can be a gas,

a liquid, or a solid.”

In this unit I learned how to work with different substances and look at solid,
liquid and gases.

Mixture Lab

Empty Beaker: 140.2 g

Mixture with Beaker: 647.6 g
Mixture: 507.4 g

Sand With Beaker: 154.8 g
Sand: 14.6 g

Small Rocks with Beaker: 197.9 g
Small Rocks: 57.7 g

Pebbles with Beaker: 157.2 g
Pebbles: 17 g

Large Rocks with Beaker: 376.9 g
Large Rocks: 236.7 g

Coins with Beaker: 190 g
Coins: 49.8 g

Shells and Fossils with Beaker: 271.8 g
Shells and Fossils: 131.6 g

Magnetic Substance (all mixtures):

Component Mass (g)
Sand 14.5
Small Rocks 57.7
Pebbles 17
Large Rocks 236.7
Coins 49.8

Shells and Fossils 131.6

QUIZ: Classifying Matter

A. Heterogeneous Column B
B. Homogeneous A
C. Element C
D. Compound B
A
Column A B
Salad C
Copper B
Lemonade B
Rocks, sand, gravel A
Salt Water A
Gold
Sodium Chloride (​ NaCl)
Air (Oxygen, nitrogen, carbon monoxide…)
K2​ S​ O​4
Twix, snickers, pretzels, popcorn in a bag

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
Mixture A

Mixture B

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

K2​ S​ O​4​ - Potassium Sulfate
(Show Math Here)
K (2) 39= 78/270 = 29%

S (4) 32= 128/270 = 47%

O (4) 16= 64/270= 24%
Total: 270

Na​3P​ O​4​ - Sodium Phosphate
(Show Math Here)

Na (3) 23= 69/257= 27%

P (4) 31= 124/257= 48%

O (4) 16= 64/257= 25%
Total: 257

Graphs:

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

charts.
The is a big difference between mixtures and compounds. One of the differences is that

mixtures are a mix of items like for example salad, salad includes a mix of fruits and vegetables.
However, compounds are mixes of elements. For example, H2​ O​ is a mix of hydrogen and
oxygen. You can pick out a piece of tomato from your salad, but not a piece of hydrogen from

water, it doesn't make sense. As you can see, this is the difference between mixtures and
compounds.

2. E​ xplain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.

The separation from salt in the sand wasn’t very difficult. All I had to do was put the sand
in the funnel and put a beaker under it to catch what would fall. We placed a coffee sheet into
the funnel and glued the water against the sides to keep it in place. Then we poured the sand in,
and poured 20 mL of water into the funnel. Then it dissolved, and some of the water and sand
fell into the beaker. After it finish draining, we put the mixture into a mini beaker and placed it on
the hot plate. It started boiling about four minutes later. As it was boiling it broke down the
mixture into just salt. So by the end of the experiment, we had just plain salt in the mini beaker.

What is Heat?

Heat and temperature seem like the same thing but are actually
different. Heat is having high temperature while temperature is the

intensity of a degree.

In this unit I learned the difference between heat and temperature
and used different materials and substances for each experiment

we did. We also learned about certain equations to use for the
equations and what its specific heat is.

Thermal Heat Energy Project

1. Vocabulary: Heat - the quality Insulator - a thing Calorie - either of
of being hot, high or substance used two units of heat
Conduction - temp for insulation, in energy
process by which particular
heat or electricity
is directly
transmitted
through a
substance

Convection - the Temperature - the Specific Heat - the Conductor -
movement caused degree or intensity heat required to material or device
within a fluid by of heat present in a raise the that conducts or
the tendency of substance or temperature of the transmits heat,
hotter and object, especially unit mass of a electricity, or
therefore less as expressed given substance by sound
dense material to according to a a given amount
rise, and colder, comparative scale
denser material to and shown by a
sink under the thermometer or
influence of perceived by touch
gravity, which
consequently
results in transfer
of heat.

Radiation - the Heat Engine - Kinetic Energy - Generator - a thing
emission of energy device producing energy that a body that generates
as electromagnetic heat power possesses by something, in
waves or as virtue of being in particular
moving subatomic motion.
particles

2. Provide a diagram showing molecular motion in Solids, Liquids, and gases.
Solids: Hard molecules pressed together
Liquids: Molecules kind of spread apart
Gases: Completely spread apart/cloud forming

3. Discuss the energy needed to change a 15 gram ice cube into steam. Use a graph and
one calculation from our unit on Phase Changes.
Heat = mass * heat of fusion (Water = 333.55)
Heat = mass * change in temp * specific heat (Water = 4.178)
Heat = mass * heat of vapor (Water = 2257)
4. What is the difference between Heat and Temperature? Provide a definition, picture and
video link to help you review.
Heat = thermal energy that flows from warmer to cooler material (having high temp,
hotness)
Temperature = the degree or intensity of heat present in a substance or object

5. Construct a graph showing the average monthly temperatures in Hartford, CT., a city on
the equator and a city in the Southern Hemisphere.

City/state High monthly temperature Low monthly temperature
Hartford, CT 71 41
Sydney, Australia 70 53

1. How is heat transferred throughout the Earth?
Energy is transferred between the earth's surface and the atmosphere via conduction,
convection, and radiation. Conduction is the process by which heat energy is transmitted
through contact with neighboring molecules.

A. Coal Plant - W​ ater is heated, turns into steam and spins a steam turbine which
drives an electrical generator. After it passes through the turbine, the steam is
condensed in a condenser. The waste heat from a gas turbine can be used to raise
steam, in a combined cycle plant that improves overall efficiency.

B. Natural Gas Plant - ​Electricity generation is one of the primary uses for natural
gas. Gas turbines and boiler power plants are the two most common methods. In
a boiler power plant, electricity is generated by heating water to produce steam
which, via a turbine, powers a generator.

C. Nuclear Plant - I​ n most power plants, you need to spin a turbine to generate
electricity. Coal, natural gas, oil and nuclear energy use their fuel to turn water
into steam and use thatsteam to turn the turbine. This heat is used to create the
steam that will spin a turbine, which powers a generator to make electricity.

D. Where did Fossil Fuels originate?
There are three major forms of fossil fuels: coal, oil and natural gas. All three were
formed many hundreds of millions of years ago before the time of the dinosaurs -
hence the name fossil fuels. The age they were formed is called the Carboniferous
Period.

E. What is the difference between Renewable and NonRenewable forms of energy?
Nonrenewable energy resources, like coal, nuclear, oil, and natural gas, are available
in limited supplies. This is usually due to the long time it takes for them to be
replenished. Renewable resources are replenished naturally and over relatively short
periods of time.

Part II - Water, Orange Juice and Vegetable Oil
1. Conduct an experiment to determine the Heat Gained by 20 g of each substance
2. You must measure the mass of Orange Juice and Vegetable Oil.
3. Research the Specific Heats of Orange Juice and Vegetable Oil in Calories/g C not in Joules.
4. Make a data table
5. Construct a 3 Line graph for 2 minutes of data collection - 1 pt every 10 seconds
6. Write a conclusion about your results.

1086.75 = 15.75 g * 150C * SH
1086 J = 2362.2
1086J/2362.2 = 2362.2/2362.2
0.46 = Specific Heat of Iron

How many joules of heat are needed to raise the temperature of 10.0 g of
aluminum from 22°C to 55°C, if the specific heat of aluminum is 0.90 J/g°C?
Heat = mass * change in temperature * Specific Heat
Heat = 10 g * 33 C * 0.9 J/gC
Heat = 297 J

25.0 g of mercury is heated from 25°C to 155°C, and absorbs 455 joules of heat
in the process. Calculate the specific heat capacity of mercury

Heat = mass * change in temperature * Specific Heat
455 = 25g * 130C * SH
455 = 3250 * SH
455/3250 = 3250/3250
1,478,750 = Specific Heat of Mercury

LAB REPORT

Investigation Title: Metal Experiment

I. Investigation Design
A. Problem Statement:

If the unknown metals of specific heat are found, then the metal can be determined.

B. Hypothesis: (Hint: Something about comparing metals to water - use increase or decrease)

If the specific heat of the unknown metal is found, then we will be able to determine the type
of metal.

C. Independent Variable: Type of Metal (x) Aluminium
Levels of IV

Tin Copper

D. Dependent Variable: (y)
Specific Heat

E. Constants: Coffee cup Beaker
Amount of water

F. Control:
*What substance makes good control in many labs?

Water

G. Materials: (List with numbers)
1. Gather materials - beaker, thermometer, hot plate, clamp, 100 mL in beaker, stopwatch

H. Procedures: (List with numbers and details)
1. Gather materials
2. Measure mass of metal on triple beam balance to nearest tenth of gram and record.
3. Fill Calorimeter Cup (Foam coffee cup) with exactly 100 grams of water.
4. Record temperature of water in calorimeter cup to nearest tenth of degree Celsius
5. Fill glass beaker halfway with hot water and submerge metal in beaker.
6. Leave metal in hot water until the temperature stops rising.

7. Record the hot water temperature after temperature stops rising. - ​Metal Initial Temp.​
8. Use tool to remove metal from hot water and carefully place into calorimeter cup and

close lid with thermometer placed in spout.
9. Record Final Temperature for Metal and Water after the water temperature stops rising.
10. Perform the calculations using the examples discussed class - Record Specific Heat for

the metal.
A. Heat Gained Water = mass of water * Change in temp of water * Specific Heat of Water
Copper:
HG= HG * 1.8 * 1
HG= 100 * 1.8
HG = 180

B. Heat Lost Metal = Mass of metal * Change in Temp of Metal * Specific Heat of Metal
180= 28.4 * 61.7 * SH
180= 1752.28
SH = 9.7

III. Data Analysis/Conclusions
Purpose
Hypothesis correct?
Data to support your hypothesis

In conclusion, this experiments purpose was to figure out the specific heat of metals. My
hypothesis of “if the specific heat of the unknown metal is found, then we will be able to
determine the type of metal” was proven correct based off of this experiment. The materials
needed for this experiment was a beaker with 100 mL of water, a thermometer, hot plate on
high, clamp to pick up the metal, and a stopwatch to keep track on temperature. The way we
used these materials was to keep track of the 100 mL of water in the beaker on the hot plate
every 30 seconds. The water temp went up very slowly, around 2-4 degrees every 30 seconds.

Science Portfolio Reflection 2018

1. What was your favorite science activity or topic this year? Why did you enjoy this
activity? Be specific

My favorite science activity this year was when we did the experiment during the unit of
Chemical Reactions. The experiment we did was element of Magnesium to generate light. It

was really cool to watch it glow and learned how and why it worked. What I learned from
that experiment was that Magnesium has 2 electrons so on the periodic table it’s in group 2
so it’s highly reactive to oxygen. So, the reaction of magnesium with oxygen releases a huge
amount of energy which you can see as heat and bright light.
2. Which topic or skill did you find to be the most challenging? Explain
I thought that the Simple Machine unit was a little difficult for me because I wasn’t
understanding the equations and how to solve them by plugging in the numbers. But, as I
kept practicing them with the practice documents in class, I got somewhat better at it.
3. Provide an example of 3 types of graphs that were used this year in science? Why did it
make sense to use these graphs for those activities?
I used these types of graphs for these specific activities. I used the bar graph for comparing
and contrasting these different units of measurement I used this pie chart to identify these
different percents. Lastly, I used this line graph to see change over time.
Bar:

Pie:

Line:

4. What were the key tips you remembered about solving math problems in science this
year? Equations? Provide an example from this portfolio of a science math problem that was
challenging to solve this year.
Some tips I remembered for solving equations was to always line up the equal bar and
keep it organized so it would look nice. This equation shown below was difficult for me
because it was hard to plug in the numbers and figure it out.
Word Problem:

GPE = mgh
GPE = 7000 kg * 1​ 3.426​ * 125 m