A very Gress’s
Science Portfolio
Table of Contents
Title Page
Table of Contents
Survey Graph Conclusion
Experiment Presentation
Quiz: Scientific Method
Density Lab Report
Density Quiz
Phase Change of Water Lab
Quiz: Phase Changes
Mass% Practice
Quiz: Classifying Matter
Quiz: Solubility
#3 Activity: Conservation of Mass
Isotope Essay
Chemistry I Review
Atomic Structure: Google Form (Jan.5)
Velocity Project
Velocity Worksheet Word Problems
Acceleration Worksheet
Quiz: Motion
GPE Project
KE Project
Inclined Plane Project
Quiz: Inclined Plane
Heat Project
Science Post Test
Survey Graph Conclusion
1. Data Table
2. Graph
3. Write a short conclusion of 5 sentences
Our conclusion is that most people in the class like other sports more than they like other sports
which means that baseball, lacrosse, swimming, and volleyball are not popular sports which
means that people like football and basketball more than other sports. For our sports that we
chose Swimming and baseball have 5 people each that liked that sport. Volleyball had 2
lacrosse had 3 and other had 7 which means that other sports are more popular than the sports
that we choose.
sport 4
baseball 3
lacrosse 2
volleyball 5
swimming 7
other
QUIZ: Scientific Method
Directions: R ead the following description of an experiment and complete the
components of the scientific method.
Experiment: Mr. Smithers believes that a special compound could help his workers
produce more “widgets” in one week. The chemical supply store sent him 3 different
compounds to try on his 100 workers. The following are the chemicals:
A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water
*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.
Problem Statement
The workers are not producing enough widgets
Hypothesis
When Sodium Chloride, Magnesium Hydroxide, Calcium Sulfate, and water are all put
together it will produce a compound that will help the workers complete the Widgets.
If workers are given Sodium Chloride then they will produce more widgets in a week.
Independent Variable - X
Sodium Chloride Magnesium Calcium Sulfate Water
Hydroxide
Dependent Variable - Y
The amount of the compound Amount of widgets made in a week
Constants (Pick 2) The amount of time it takes to complete the
widgets in one week
Type of chemical
Amount of chemical
Control
The amount of chemicals W ater
Basic Procedures:
(List 5-8 steps)
- Create a question and hypothesis
- Find the variables
- Have workers complete one widget see how long it takes
- Give them the compound
- Wait about 10 - 15 minutes
- Have workers complete the widgets see how long it takes to finish one
- Graph the data
- See if the compound worked
- Write a conclusion to see if your hypothesis was right
Data Table: (Place data table here)
Chemicals Amount of
widgets
Sodium 15
Chloride
7
Magnesium 9
Hydroxide 5
Calcium Sulfate
Water
Graph: (Place graph here)
Conclusion:
Since the compound that he made worked it helped the factory create more widgets and help
the company to get the supplies they need. Since my hypothesis was right and the compounds
worked the problem is now resolved. Since they used different materials it always makes a
difference because of without the compounds the work would have never been completed.
Density Experiment and Lab Report
Directions:
1. Identify the unknown metals using density. Follow the lab report
template.
2. Plan experiment with group.
○ Lab Template
○ Density Data Table
Critical Thinking:
1. How does density relate to Plate Tectonics?
2. How does density relate to Land/Sea Breezes?
3. How does Bone Density affect the health of a person?
*Density Calculations
Density Word Problems
Name:Avery Gress
Chemistry
Density Word Problems
Solve each of the problems below. Show your work including the formula, calling out
each variable and plugging the numbers into the formula. Your answer should include
units of measure. Reference densities and formulas listed below may be helpful in
some problems.
1. What is the density of an object with a mass of 120g and a volume of 7ml?
D= M
V
120g
D= 7ml
D= 17.14g/cm3
2. What is the volume of 220g of an object with a density of 55g/cm3?
V= D
V
220g
V= 55g/cm3
V= 4 g/cm3
3. We have an object with a density of 620 g/cm3 and a volume of 75 cm3. What is the mass of
this object?
M= D*V
M=620 g/cm3*75cm3
M=
4. What would be the mass of #3 in kilograms?
0.00826 Kilograms
5. A block of wood has a mass of 180 grams. It is 10.0 cm long, 6.0cm wide, and
4.0cm thick. What is its volume and density?
V= D/M D= M/V
V= 1.33g/180g D= 180g/240cm
V= 135.338g/cm3 D= 1.33g/cm3
6. A 500 gram piece of metal has a volume of 2.75 cm3. What is its density?
D= M/V
D= 500g/2.75cm3
D= 181.81g/cm3
7. Find the volume of 20.0g of benzene.
V=D/M
V=17520 g/1562.2g
V= 11.21g/cm3
8. Find the mass of ether which can be put into a beaker holding 130 mL
M= D*V
M=0.71g*130ml
M=92.3g/cm3
9. Find the volume of 10g of gasoline.
V= D/M
V= 1771.8/7g
V=253.11g/cm2
10. A cube measures 3.0 cm on each side and has a mass of 25g. What is the density of the
cube?
D= m
V
D= 25g/3.0cm
D= 8.33g/cm3
11. Will the cube in # 10 float in water? Will it float in benzene?
No, i will not float in water because it has a higher density than water. BUt it can float in
benzene because benzene has a much higher density than the cube.
12. An irregularly shaped stone was lowered into a graduated cylinder holding a volume of
water equal to 20.0mL. The height of the water rose to 30.2mL. If the mass of the stone was
25.0g, what was its density?
D= m
V
D= 25g
10.2ml
D=2.45 g/cm3
13. A solid object listed below has a volume of 10.0 cm3. It has a mass of 86g. What is its
density? What material is the object?
D= m
V
D=86g/10.3cm3
D= 8.34g/cm3
14. If two objects have the same density and A has a higher mass than B, which has a larger
volume (A or B)?
A will have a higher density because when you divide you will get a higher number than B.
15. Two objects have the same mass but A occupies less volume than B. Which has a larger
density?
B will have a higher density because when you divide the mass and volume the volume will
make the density smaller because you have to divide the mas by volume.
16. What is the mass of a cylinder of lead that is 2.50 cm in diameter, and 5.50 cm long. The
density of lead is 11.4 g/mL and the volume of a cylinder is V= π r2h.
M=D*V
M= 11.4g/ml*5.50cm
M= 62.7g/cm3
17. When a 50 cm long wooden log has a radius of 7 cm and a mass of 770g, what is the
density of the wood?
D= m
V
D= 770g/50cm
D= 15.4g/cm3
18. A glass bottle has a volume of 1L and weighs 500g. When half filled with oil, it weighs 1,750
g. What is the density of the oil in the bottle?
D= m
V
D= 1,750g/ 500g
D= 3.5g/cm3
d = m/v m= d x v
V = m/d 1 mL = 1 cm3
Common densities
Benzene 0.88g/mL
Gasoline 0.7g/mL
Ether 0.71g
Brass 8.6 g/cm 3
Copper 8.9g/cm3
Name A very Gress
Class S 2
Teacher Mr.Lopez
Date 9/19/16
Investigation Title:
I. Investigation Design
A. Problem Statement:
Identify??????
B. Hypothesis:
If density is known then it will help us figure out what type of metal it is
C. Independent Variable: x
Levels of IV
copper Brass Zinc Aluminum Iron
D. Dependent Variable:y
The amount of metals
E. Constants: The amount of water the The type of water
Amount of water object takes up
F. Control:
Water
G. Materials: (List with numbers)
1. Water
2. Beaker
3. Metals
4. Triple Beam balance
5. Graduated Cylinder
6. Pipet
H. Procedures: (List with numbers and details)
1. Put the object on the triple beam balance to get the mass
2. Measure the water in the graduated cylinder at 50ml
3. Then put the metal in the the graduated cylinder to see what the volume is
4. Then divide numbers to get the density of the object
II. Data Collection
A. Qualitative Observations:
They all smell like the same thing because they are all made of metal. They all feel smooth and
hard. They all look like different colors and they all have different shapes and sizes. They all
don't have a sound.
B. Quantitative Observations: (Key data)
1. Data Table
Volume Volume After Volume Density
Mass (g) Before (mL) (g/cm3)
Unknown (mL) Object (cm3)
30.2 50ml 3.02
A (Aluminum) 61.7 50ml 60ml 10ml 7.71
F (iron ) 28.5 50ml
B (Copper) 70.2 50ml 58ml 8ml 9.5
E (Copper ) 69.3 50ml 8.77
D ( Brass) 53ml 3ml 8.66
C (zinc ) 28 50ml
G() 81.5 58ml 8ml 5.6
58ml 8ml
55ml 5ml
2. Graph
3. Calculations
Show 3 Math Examples
Copper
D = m/v
D= 27 g
3 cm3
D = 9 g/cm3
Iron
D= M/V
D= 61.7 g/ 8ml
D= 7.71g/cm3
Brass
D= M/V
D= 69.3g/8ml
D= 23.1g/cm3
Zinc
D= M/V
D= 28g/ 5ml
D=5.6g/cm3
III. Data Analysis/Conclusion
Since the metals were placed in the water the measurement of the water changed because the
metals had a different mass.The metals sunk because of the metals had such a high density.
IV. Research and Applications
D/M/V Density is a physical property of matter that expresses a relationship of mass to volume.
The more mass an object contains in a given space, the more dense it is.
V. References and Citations
● 2 or 3 web links
● http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson1
● https://phet.colorado.edu/en/simulation/density
● http://www.visionlearning.com/en/library/General-Science/3/Density/37
Density QUIZ
1. The scientist collected an object with a density of 6.4 g/cm3 and a
volume of 79 cm3. What is the mass of this object?
M= D*V
M= 6.4 g/cm3 * 79cm3.
M=505.6g/cm3
An irregularly shaped stone was lowered into a graduated cylinder holding
a volume of water equal to 50.0mL. The height of the water rose to 68 mL.
If the mass of the stone was 125.0g, what was its density?
D= M
V
125.0g
D= 50.0ml
D= 2.5g/ml3
2. A scientist had 350.0 grams of Gold (Au) and a 530.0 gram sample of
Silver on the lab table. Which metal would have a greater volume
(cm3) ? Explain. *Show all work.
V= M V= M
D D
68938.29g 57165.80g
V= 6762.0g V= 3675.00g
V= 10.19 g/cm3 V= 15.55 g/cm3
The silver has a higher volume because it had a higher amount of grams
that they are using to compare the two metals.
Gold Silver
4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.
The Titanic sank after hitting the iceberg because when the boat filled with
water
3. Activity: Phase Change of Water
Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
C onstruct a graph of your results. *Use Link on Classroom
● Respond to the Critical Thinking Questions
Graph:
Critical Thinking Questions:
1. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?
The temperature of the water stayed the same at 2 points because when it
changed from 19min to 19.5min the temperature did not have enough time to
change temp real quick.
2. How would the graph be different if we tried this experiment with Gold?
Explain:
The experiment would be different because it would take the Gold a longer
amount of time for the Gold to start to melt because the gold is more dense and
also the temperature that would be melting the Gold would have to be higher
because the gold will take a longer amount of time if to low of a heat.
3. What is the role of energy during the phase changes?
The role of the energy during the Phase Change is that it is helping the water's
temperature change because if there was a lower amount of energy it would take
a longer amount time for the temperature of the water to change. Which can
change the experiment in many ways because if it takes to long the air will
actually play a part in this and the water will be melted by the air that is
surrounding the experiment.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
When the water is a solid the molecules are closer together, as the water starts to
melt the water molecules start to spread apart and then it causing the Phase
Change when the Solid Turns into water then the water turns into a Gas. When
the water is a Gas the water molecules are now floating freely.
5. How does the Average Kinetic Energy change throughout the experiment?
The average kinetic Energy is changing throughout the experiment by the energy
i the Phase Change is used to break the bonds between the molecules of the
substance. At the moment of melting the Average Kinetic Energy of the
molecules does not change
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
Ice: The Heat energy will be lower and different when it is ice because when the
ice has a very low temperature and if you want to change the temperature of the
ice the heat energy will change.
Water: The heat energy will change because it will take a shorter amount of time
for the waters heat to change because if the heat energy is low it can also affect
the temperature of the water to change.
B. Temperature
The temperature of the water will be at 100 *C when it reaches boiling point and if
the temperature is below it wouldn’t boil and above 100 *C it will still boil. When
there is ice that is trying to melt the temperature of the boiling point will be the
same but it will take a longer amount of time for the temperature to change
because ice is colder and that can change the difference between the ice and
water temperatures changing.
C. Average Kinetic Energy
The Average Kinetic Energy differences between Ice and Water because when
there is ice the water molecules are closer and then when there is water the water
molecules spread apart more but then when the Ice and Water turn into gas the
water molecules change to being able to float freely around.
D. Specific Heat
The specific heat change of the water and the ice is using the expression of
finding the heat of fusion which will tell you the specific heat change then you
can compare the specific heat changes of the ice and water.
E. Latent Heat
The Latent Heat changes because this is when a solid is turned into a liquid and a
liquid is changed into a solid this changes because ice has 3 stages to change
while the water has two and this changes the change and then the water will take
a shorter amount of time because it has less stages to go through than the ice.
QUIZ: Phase Changes
Directions: Analyze the following data table with data collected by a scientist that wanted to
study how Heat Energy affects the Phase Changes of 2 different metals. Respond to the
questions below and perform all necessary calculations.
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)
Aluminum 65 g 95 660 2467 2500 0.21
Gold 65 g
15 1063 2800 377 0.03
Scientific Method (___ out of 4)
Independent Variable:
Gold and Aluminum
Dependent Variable:
The specific heat energy
Constant:
Control:
Heat energy
Calculate Heat Energy:
Apply the following Equations:
Heat = Mass * Heat of Fusion * SH
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization Boiling Heat of
Data Table: Pt. (C) Vaporization
Metal Mass Heat of Melting (cal/g) Specific Heat
Fusion Pt. (C) Heat Energy
(cal/g) (cal/gC) (cal)
Aluminum 65 g 95 660 2467 2500 0.21
Gold 65 g 15 1063 2800 377 0.03
*SHOW ALL MATH STEPS
Math Steps (____ out of 4)
A. Aluminum
1. Heat= m * Hf
Heat= 65g * 95g
Heat= 6175 Calories
2. Heat = m * T * SH
Heat= 65g * 2467 *C * 0.21 cal/g *C
Heat= 33 674.55 Calories
3. Heat= m * Vapor
Heat= 65g * 2500 cal
Heat= 162500 Calories
Total= 208,524.55 Calories
B. Gold
1. Heat= m * Hf
Heat= 65g * 15g
Heat= 975 Calories
2. Heat= m * T * SH
Heat= 65g * 95g * 0.03cal/g *C
Heat= 185.25 Calories
3. Heat= m * Vapor
Heat= 65g * 377 cal
Heat= 24505 Cal
Total: 25,665.25 Calories
Graph your results (____ out of 4):
Write a Conclusion (____ out of 4):
In conclusion, the metals are different in many ways but it depends of the amount
because that changes the specific heat because when there is larger amount the specific
heat changes and is a larger number. This can change the number because when you
multiply it takes away numbers causing the final number to be smaller than it would be
without the decimal. The aluminum has a larger heat change because aluminum has a
lower heat change which can change everything about the experiment in many ways.
Even though gold has more mass that doesn’t matter because the specific heat change
can change anything.
Questions:
1. How are Heat and Temperature different for the following pictures of boiling water?
Explain: (Hint: Use the Heat equation)
The heat and temperature are different in this picture because the salt water has lots of
salt and the salt can change this because salt water is very dense and it can make it
harder for the water molecules to move around and this can cause the water to take a
longer amount of time to boil.
2. Water has a Specific Heat of 1.0 cal/gC and Gold has a Specific Heat of 0.03 cal/gC.
Use the data to explain the difference between their numbers.
The difference between Gold and Aluminum is that gold is more dense but that is not the
only thing because there are many more scientific things that makes these two metal
different. Gold has 0.3 cal/g *C and water has 1.0 cal/g *c these have different numbers
but they are not much of a difference according to these numbers that were given to us
about the difference between gold and aluminium and that can change the minds of
many and it can change their mind on how they think about these toe metals and how
you are comparing them. This graphs shows that one thing can change the total number
of calories used to change the temperature and that one thing can affect the way some
things are figured out.
Activity: Mass % Practice with Mixtures and Compounds
1. A scientist recorded the following data about a sample of rocks and sand:
37 grams of Large Rocks 11% 75 grams of Fine Grained Sand 23%
59 grams of Small Rocks 18% 5 grams of Salt 2%
125 grams of Coarse Grained Sand 38% 25 grams of Copper (Cu) 8%
Total=326 grams
2. D etermine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:
Minerals in rock and sand Percentage of minerals found in
rock and salt
Large Rocks 11.35%
Small Rocks 18.1%
Coarse Grained 11.66%
Fine Grained Sand 23.01%
Salt 1.53%
Copper 7.67%
4. Pie Chart:
5. Math Examples
First you have to add all the data that was collected, 37/326=0.11349 then move the decimal
point over 2 times to the right
____________________________________________________________________________
1. A second scientist recorded the following data about a different sample of rocks and
sand:
48 grams of Large Rocks 12.77% 175 grams of Fine Grained Sand 46.81%
78 grams of Small Rocks 20.74% 2 grams of Salt 00.53%
56 grams of Coarse Grained Sand 14.89% 17 grams of Copper (Cu) 4.52%
Total=376
2. Determine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.
3. Data Table:1 Percentage of minerals found in
rock and salt
Minerals in rock and sand 12.77%
20.74%
Large Rocks 14.89%
Small Rocks 12.77%
Coarse Grained 20.74%
Fine Grained Sand 14.89%
Salt
Copper
4. Pie Chart:
5. Math Examples
First you have to add all the data that was collected then, do 48/326=14.765 then, move the
decimal point over 2 times to the right
___________________________________________________________________________
1. A third scientist received a 250 gram sample of Silver Nitrate - A gNO3
Total: 5 grams Percent %
1 gram of Ag 16.67%
1 gram N 16.67%
3 grams oxygen 60%
2. Chart for Mass % of a Compound
Questions:
1. How are the samples from these scientists different?
The samples from these three scientists are different because each compounds and
Heterogeneous Mixtures have different masses and they have different amounts that are used
to find percentages of these different objects. The compound is very different from the
Heterogeneous Mixtures because they are made of different materials and they have different
masses.
2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.
The difference between Heterogeneous Mixtures is that they have a compound and a element.
The Mixture has Homogeneous mixture and Heterogeneous Mixture. The Compound has more
mass and the coul dhave more or less mass but it just depends on the mass of each substance.
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 B
K2 S O4 D
Twix, snickers, pretzels, popcorn A
II. Directions: Determine the Mass % of each mixture and construct the appropriate graphs.
Mixture A Mass (g) %
Large Rocks 125 51.87%
Small Rocks 75 31.12%
Coarse Sand 32 13.28%
Iron 9 13.73%
TOTAL: 241 Grams
Mixture B Mass (g) %
Large Rocks 205 52.70%
Small Rocks 58 14.91%
Coarse Sand 97 24.94%
Iron 29 7.46%
TOTAL: 389 Grams
Calculation Examples (Provide 2 Examples showing how you determined the Mass %)
205 + 58 + 97 + 29 = 389
Small Rocks: 58/389=0.1491002
Then you have to move the decimal point two over to get the final Mass %
The Final Mass % is 14.91%
125 + 75 + 32 + 9= 241 Grams
Coarse Sand: 32/241=0.13278
Then you have to move the decimal point two over to get the final Mass %
The Final Mass % is 13.73%
Graphs:
Mixture A
Mixture B
Part III. Determine the Mass % of Elements in each Compound:
K2 SO4 - Potassium Sulfate
(Show Math Here)
K=2Atoms S=1Atoms O=4Atoms
TOTAL=7Atoms
2/7=0.2857142= 28.57%
1/7=0.1428571=14.29%
4/7=0.5714285=57.14%
Na3 PO4 - Sodium Phosphate
(Show Math Here)
P=1 Atom O=4 Atoms Na=3 Atoms
TOTAL=7
1/7=0.1428571=14.29%
4/7=0.5714285=57.14%
3/7=0.4285714=42.86%
IV. Conclusion: E xplain the difference between Mixtures and Compounds using data. Compare
the pie charts.
(Mixture)
Mixture B Mass (g) %
Large Rocks 205 52.70%
Small Rocks 58 14.91%
Coarse Sand 97the 24.94%
Iron 29 7.46%
TOTAL: 389 Grams
(Compound)
Na3 PO4 - Sodium Phosphate
(Show Math Here)
P=1 Atom O=4 Atoms Na=3 Atoms
TOTAL=7
1/7=0.1428571=14.29%
4/7=0.5714285=57.14%
3/7=0.4285714=42.86%
In conclusion is everyone had the same Mixture then there would be no
difference in the Pie chart then because people can have different amounts
mass that was in their mixture causing everyone to have different mass %
in their Pie Charts. If everyone was given the same compound then
everyone would have the same data causing data charts to be the same
then everyone would not be able to explain the difference and similarities
between their Mixtures.
Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.
QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph
I. Solubility Graph
Questions:
1. What is the Solubility of KClO3 at 40 C?
15 Grams of Solute
2. What is the Solubility of NH4 C l at 70 C?
60 Grams of Solute
3. What Temperature would 80 grams of KNO3 completely dissolve and become saturated?
50 Degrees celsius
4. Suppose you have 120 grams of NaNO3 at 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
You would need to add 25 degrees to get NaNO3 saturated
5. Suppose you have 120 grams of NaNO3 at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)
You could turn up the heat of the hot plate to make the beaker hotter a nd then the solution
would be saturated. The NaNO3 would be saturated at 55* C.
6. Suppose you have 70 grams of KNO3 at 60 C. Is the solution Unsaturated, Saturated or
SuperSaturated and how many grams can you add/or take away to make it Saturated?
The solution is supersaturated because it saturated at 45* C and you can take away 25
Grams of solute to get the solution to be saturated.
7. Suppose you have 70 grams of KNO3 at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).
You could turn down the heat of the hot plate to make the beaker cooler and make it
saturated.
You could turn the temperature down to 50*.
II. Soluble vs. Insoluble
Directions: U se your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.
Compound Soluble or Insoluble Identify the Rule # Used
Sodium chloride Soluble #1 and #3
Silver nitrate Soluble #2
Ammonium nitrate Soluble #1 and #2
Calcium carbonate Insoluble #8
Zinc sulfide Insoluble #7
AgCl Insoluble #4
Soluble #1
Na2 S O4 Insoluble #10
Calcium phosphate Insoluble #3
PbBr2
III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:
Reaction #1
Potassium Chloride + Silver Nitrate → Potassium Nitrate + Silver Chloride
K+C l- + Ag+NO3- → K+ N O3- + Ag+Cl-
KCl + AgNO3 → KNO3 + AgCl
Reaction:
KNO3 + AgCl
Reaction #2
Lithium Phosphate + Calcium Sulfate → Lithium sulfate + Calcium Phosphate
Li+ P O43- + Ca2+S O42- → LiSO42- + Ca2+PO43 -
Li3PO4 + CaSO4 → Li2SO4 + Ca3( PO4)2
Reaction
Li2SO4 + Ca3(PO4)2
SS
IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final beaker. Your conclusion should al so discuss the % of Oxygen between
2 of the compounds in the same reaction.
In conclusion, to reaction #2 the final reaction to the chemical reaction is Li2SO4 + Ca3(PO4)2
these chemicals came together from two other chemicals and the chemicals that formed the
final chemicals are Lithium Phosphate and Calcium Sulfate. The finial result of what the beaker
would look like would be that for both Li2SO4 and Ca3(PO4)2 the beaker would look like water
because both of the chemicals are soluble. The percent of oxygen in both of the chemicals the
oxygen percentage for Li2SO4 is 59.26%, The percentage of oxygen for Ca3(PO4)2 is 41.56%.
The percent of oxygen changes between the chemicals because each chemical is different and
that changes the percent of oxygen for each chemical.
V. What is wrong with the following formula: (PO4)2N a
The Na is supposed to go first because it is a positive ion and Po4 is a negative ion
Na(Po4)
#3 Activity: Conservation of Mass Investigation
Question:
Are the masses of baking soda and vinegar conserved when I mix them together in an open
system?
Background:
Scientific observations reveal that matter cannot be created or destroyed. Since the late
1700’s, chemists have used this observation to help them understand what happens during a chemical
reaction. Originally, for example, scientists observed the products of burning substances and concluded
that everything burnable contained a material called “flame stuff,” which was lost in the fire and ashes.
One scientist found that the ashes sometimes had more than the original substance. Did the burning create
matter? He correctly hypothesized that the burning substance combined with a reactant in the air.
Experiments showed that the reactant was oxygen. In this experiment you will attempt to show that the
mass of the reactants in a chemical reaction equals the total mass of the products.
Problem Statement:
What is the relationship between the mass of the reactants and the mass of the products in the
following chemical equation?
Hypothesis:
Reaction: + ___CO2
___CH3COOH + ___NaHCO3 → ___NaOOCCH3 + ___H2 0 (carbon dioxide)
(Acetic acid) (Sodium bicarbonate) (Sodium acetate) (water) _____ g
4
____ g _____g ________________ g
12 3
Formula weights
Reactants Products
Procedures:
1. Obtain the mass of the empty flask. R ecord
2. Obtain the mass of the empty balloon. R ecord
3. Place 60 ml of acetic acid in the flask. (Use graduated cylinder)
4. Determine the mass of the acetic acid by obtaining the mass of the flask and acid
together and subtracting the original mass. R ecord
5. Using techniques learned during previous lessons, place 5 grams of Sodium bicarbonate
in the balloon.
6. Secure balloon containing the Sodium bicarbonate over the flask opening and mix the
two substances.
7. After the products have formed, remove the balloon and tie it off safely.
8. Measure the mass of the glass flask. RECORD #3 Sodium Acetate and Water
9. Subtract #3 from the Mass of the Reactants (1 +2). This is the mass of the CO2 in the
balloon.
10. Try to find the mass of the CO2 in the balloon on the balance.
11. How does the mass of the CO2 differ using the 2 different methods? Why are they
different?
12. Perform the %error calculation.
Chart:
Object Mass
Error calculation:
((massp roducts - massr eactants) / massr eactants) * 100 = % error
((______ g - _____ g) / ______ g) * 100 = _______ % error
Critical Thinking Questions
1. Identify the Reactants
2. Identify the Products
3. Why were no new elements produced?
4. Construct a graph showing the mass of the elements on the reactants and products.
5. Write a conclusion based on the Law of Conservation of Mass. Use evidence from the
lab in the form of actual Mass (grams) and molecular mass (amu).
● Purpose
● Hypothesis correct?
● Data for support
● Improvements to lab
● In conclusion
● Use transition words
Activity: D etermine which fossil is older
Film: https://classroom.google.com/c/MTYzNTIyMzU3MFpa
Betancourtium Isotope 40% about 4200 years
0 100
50
2300 25
4600 12.5
6900 6.25
9200 3.125
11,500 1.06
13,800 .5
16,100 .25
18,400 .125
20,700 0
23,000
Cabrerianite 35% about 1100
0 100
50
1500 25
3000 12.5
4500 6.25
6000 3.125
7500 1.06
9000 .5
10,500 .25
12,000 .125
13,500
15,000 0
Graphs:
Cabrerianite
Betancourtium
Write an Essay that explains which fossil is older:
Fossil A
40% of Betancourtium remaining
42000 years old
Fossil B
35% of Cabrerianite remaining
1100 years old
The Betancourtium will have a higher percentage remaining then Cabrerianite because the
Betancourtium has a higher age for each percentage which is going to cause the age to
increase when there are higher percentage remaining. The Betancourtium would be 11,500
years old when it has 3.125 percent remaining, When Cabrerianite has 3.125 percent remaining
it will be 7500 years old and that would be a 4.000 year difference the two fossils. Since the two
fossils have different percentage remaining it could change the difference in age between the
two since Cabrerianite has 35% remaining it would be about 1100 years old and since
Betancourtium has 40% remaining it would be about 4200 years old and that would be 3100
year difference. The difference would be very different but it would not be such a significant
difference if the percentage remaining were the same.
What is your name? *
What is your science class? *
○ 2
○ 3
○ 4
○ 7
What is the symbol for Sodium? *
What is the symbol for Gold? *
What is the symbol and charge for hydroxide? *
What is the symbol for Mercury? *
What is the symbol for Lead? *
What is the symbol for sulfate? *
What is the symbol for phosphate? *
What is the symbol for carbonate? *
What is the name of NH4+1? *
What is the name of NO3-1? *
What is the name of Na2CO3? *
What is the name of (NH4)2SO4? *
What is the name of AgOH? *
What is the name of PbCl2? *
What is the name of Mg3(PO4)2? *
What is the formula for Potassium hydroxide? *
What is the formula for Ammonium carbonate? *
What is the formula for Magnesium sulfate? *
What is the formula for Lithium nitrate? *
What is the Mass % of Oxygen in Lithium Phosphate? *
What is the Mass % of Oxygen in Silver Nitrate? *
What are the products when you react Sodium Hydroxide with Potassium Chloride? *
Which of the following compounds is soluble: Silver Nitrate or Silver Chloride? *
What Solubility Rule # states whether Calcium Sulfate is soluble? *
Na + Cl2 --> 2 NaCl What type of chemical reaction is this? *
NaCl + KNO3 --> NaNO3 + KCl What type of Chemical Reaction is this? *
2 H2O --> H2 + O2 What type of reaction is this? *
2 Cu + AgNO3 --> Ag + Cu(NO3)2 *
On the solubility graph what do you call it if the point is above the line? *
On the solubility graph, what do you call it if the point is under the line? *
In a solution what do we call the Water? *
In a solution, what do we call the Salt dissolved in the water? *
What is the formula for Sodium sulfide? *
Water is known as the ___________ Solvent. *
The numbers that precede symbols and formulas in a chemical formula are called
__________. *
What is your name? *
Your answer
What is your science class? *
2
3
4
7
How many neutrons does silver have? *
Your answer
How many neutrons does uranium have? *
Your answer
How many valence electrons does Magnesium have? *
Your answer
How many valence electrons does Silicon have? *
Your answer
What is the charge of Aluminum? *
Your answer
What is the charge of Phosphorous? *
Your answer
What is the Mass Number of Lead? *
Your answer
What is the Mass Number of Tungsten? *
Your answer
How many neutrons does Thalium have? *
Your answer
How many dots would you draw around Sulfur? *
Your answer
What is the formula for Boron Sulfide? *
Your answer
Velocity Project
Due: Friday February 17
1. Define the following terms:
Motion The action or Speed T he rate at which Position A place where
someone or something is
process of moving or being someone or something is
located or has been put.
moved. able to move or operate
Distance T he amount of Acceleration An object's Terminal Velocity T he
space between two thing capacity to gain speed constant speed that a
freely falling object
or people within a short amount of eventually reaches when
the resistance of the
time medium through which it is
falling prevents further
acceleration
Time T he indefinite Initial Velocity It is the Displacement T he moving
of something from its place
continued progress of velocity at the beginning of
or position
extensive and events in the an experiment
past, present, and future
regarded as a whole.
Velocity The speed of Final Velocity it is the Key Metric units A
something in a given velocity at the final point of business metric
quantifiable measure that
direction time is used to track and assess
the status of a specific
business process.
2. What is the difference between Speed and Velocity? Explain using an example
in your own words.
SInce speed is the distance traveled by an object while, velocity is distance traveled by
an object per unit time in a particular direction. So that would mean that speed is a
one-dimensional measurement of a quantity(Scalar Quantity). That would also mean
that velocity would have more than one number associated with it(Vector Quantity).
3. Pick 2 cities (minimum 500 miles apart) 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:
Hartford, CT to N aples, FL (1,199 mi)
A. Fastest Runner 28 MPH T=D/R 1199 mi/28 MPh = 43 hours
B. Model T Ford 45 MPH T= D/R 1199 mi/45 MPH= 27 hours
C. Hindenberg 84 MPH T= D/R 1199 mi/84 MPH= 14 hours
D. Tesla top speed 155 MPH T=D/R 1199 mi/155 MPH= 8 hours
E. Fastest train 366 MPH T=D/R 1199 mi/366 MPH= 3 hours
F. F35 Fighter Jet 1,550 MPH T=D/R 1199 mi/1550 MPH= 1 hour
G. Airplane 567 MPH T= D/R 1199 mi/567 MPH= 2 hours
Hours it takes to get to Naple, FL from Hartford, CT by different modes of travel
Mode of Transportation Miles per hour traveling Hours of travel
Fastest Runner 28 MPH 43 hours
Model T Ford 45 MPH 27 hours
Hindenberg 84 MPH 14 hours
Tesla top speed 155 MPH 8 hours
Fastest train 366 MPH 3 hours
F35 Fighter Jet 1550 MPH 1 hour
Airplane 567 MPH 2 hours
T=D/R
*Provide a map showing your cities
*Show Detailed Math Steps
4. What would like to see in this city when you arrive? What tourist attraction?
What would you like to eat in this city? What is the basic history of this city?
When I get to Naples, Florida I would like to go to the Naples Pier, Beaches in
Naples and I would also like to go to The Naples Zoo. When I arrive in Naples I
want to go to my favorite restaurant Sushi Thai of Naples and I want to see my
favorite trees, Palm Trees. Some history of Naples that I found was i t is a remote
area that began to attract interest during the Florida land boom of the late 1880s
when a group of Tallahassee businessmen founded the Naples Town
Improvement Company. The future town site was surveyed in 1886.
5. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed.
*Include pictures and brief description of each mode of transportation
Hours it takes to get to Naple, FL from Hartford, CT by different modes of travel
Mode of Miles per hour Hours of travel 18% increase in New Travel
Transportation traveling Velocity Hours
Fastest Runner 28 MPH 43 hours 32 mph 37 hours
Model T Ford 45 MPH 27 hours 53 mph 23 hours
Hindenberg 84 MPH 14 hours 99 mph 12 hours
Tesla top speed 155 MPH 8 hours 183 mph 7 hours
Fastest train 366 MPH 3.27 hours 432 mph 2.77 hours
F35 Fighter Jet 1550 MPH .77 hour 1766 mph .68 hours
Airplane 567 MPH 2.11 hours 669 mph 1.79 hours
6. Use a math calculation to show how long it would take the F35 Fighter Jet to
get to 1 ,550 MPH
A. Sun 92.96 million miles T= D/R 92.96 million/1550 MPH = 59974.2 hours - 5.99742
× 104
B. Saturn 746 million miles T= D/R 746 million/1550 MPH = 481290.3 hours - 4 .812903
× 105
C. Neptune 2.7 billion miles T= D/R 2.7 billion/1550 MPH = 1 741935.5 hours-
1.7419355 × 106
(Use scientific notation)
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