Science Portfolio

Scientific Method
1. Scientific Discoveries Presentation

2. QUIZ: Scientific Method

Option #2:​ Mr. Smithers believed that Caffeine may make people more alert. Mr.
Smithers tested 100 people by using their scores in the same video game. Devin had 3
different brands of drinks with 10 g, 20 g, and 30 g of caffeine respectively. He
measured their scores on a video game that had a range of 0-1000 points. Some of the
players were not given caffeine drinks on the game.

*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.

Problem Statement
Does the amount of caffeine someone consumes change how alert they are.

Hypothesis

If someone drinks the 30g of caffeine drink before playing the game, they will get the highest
score because they will be more alert.

Independent Variable

No caffeine 10g of caffeine 20g of caffeine 30g of caffeine

Dependent Variable
The score on the video game.

Constants​ (Pick 2) How skilled the people are are the game
already
The setting that the game is being played in
(how many distractions there are)

Control
The people who do not have a caffeine drink

Basic Procedures:​

(List 5-8 steps)

1. Find 100 people who are of equal video game playing skill
2. Give 25 of them a drink with 10g of caffeine, 25 others a drink with 20g of caffeine,

and 25 others a drink with 30g of caffeine. 25 people should not get any caffeine.
3. Have everyone play the same video game
4. Make sure there are no distractions to any player at any time during their game
5. Record the scores from the games, and average the scores from everyone who had

the same amount of caffeine
6. Repeat steps 2-5 two more times
7. Analyze the data to reach a conclusion

Data Table:​ (Place data table here)

Amount of Caffeine (Grams) Trial One (Points) Trial Two (Points) Trial Three (Points) Average

0 530 470 700 566.67

10 690 580 830 700

20 720 890 750 786.67

30 1000 930 960 963.33

Graph:​ (Place graph here

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
Scientific Method Directions: Read the following description of an experiment and complete the
components of the scientific method. Experiment: Option #1: Patrick believed that fish would
become smarter and complete a maze faster if they ate food that was placed in a microwave
first. He had 100 fish that he could use for the experiment. He evaluated their intelligence based
on their time to complete the maze. Option #2: Mr. Smithers believed that Caffeine may make
people more alert. Mr. Smithers tested 100 people by using their scores in the same video
game. Devin had 3 different brands of drinks with 10 g, 20 g, and 30 g of caffeine respectively.
He measured their scores on a video game that had a range of 0-1000 points. Some of the
players were not given caffeine drinks on the game. *Help Mr. Smithers design an effective
experiment and write a conclusion that analyzes your results. Problem Statement Does the
amount of caffeine someone consumes change how alert they are. Hypothesis If someone
drinks the 30g of caffeine drink before playing the game, they will get the highest score because
they will be more alert. Independent Variable No caffeine 10g of caffeine 20g of caffeine 30g of
caffeine Dependent Variable The score on the video game. Constants (Pick 2) The setting that
the game is being played in (how many distractions there are) How skilled the people are are
the game already Control The people who do not have a caffeine drink Basic Procedures: (List
5-8 steps) Find 100 people who are of equal video game playing skill Give 25 of them a drink
with 10g of caffeine, 25 others a drink with 20g of caffeine, and 25 others a drink with 30g of
caffeine. 25 people should not get any caffeine. Have everyone play the same video game

Make sure there are no distractions to any player at any time during their game Record the
scores from the games, and average the scores from everyone who had the same amount of
caffeine Repeat steps 2-5 two more times Analyze the data to reach a conclusion Data Table:
(Place data table here) Amount of Caffeine (Grams) Trial One (Points) Trial Two (Points) Trial
Three (Points) Average 0 530 470 700 566.67 10 690 580 830 700 20 720 890 750 786.67 30
1000 930 960 963.33 Graph: (Place graph here) Conclusion: Purpose, Hypothesis, Description,
Data or evidence, Improvements, Conclusion

Conclusion:
The purpose of this experiment was to determine what effect, if any, drinking caffeinated

drinks has on alertness. The hypothesis was that having more caffeine would make someone
more alert. In this experiment, alertness was determined by how well someone could perform on
a reaction-based video game. Four amounts of caffeine were decided (None, 10g, 20g, 30g)
and each amount was given to 25 people (100 participants total). Each participant played a
video game, and their scores were recorded, with a maximum possible score of 1000. The data
showed that when someone played the game, they did better than almost everyone who drank
less caffeine than them. For example, the lowest scoring trial with 30 grams (930 points) still
scored 40 points higher than the highest scoring trial with 20 grams (890 points). Additionally,
the averages show that the more caffeine someone drank, the better they did. This experiment
could be improved by giving everybody similar looking drinks, and not telling them how much
caffeine is in it. This would stop people from being more or less focused just because of what
they expect. For example, if a participant knows they didn’t get any caffeine they may do more
poorly simply because they expect to not be able to reach a higher level of alertness. In
conclusion, this experiment shows that having more caffeine makes someone more alert. And
while it may not be completely accurate, it can be assumed that the results still point to the
correct answer, as there is much change in points between amounts of caffeine and it is all in
one direction - more caffeine means more points.

3. Reflection

We looked at many different experiments,
and determined the IV, DV, constants, and
variables; made graphs and tables; and
wrote conclusions. We can now form an
effective experiment and draw accurate and
relevant data from it.

4. Science Articles: Cassini Spacecraft
http://www.post-gazette.com/news/science/2017/09/17/Back-to-Saturn-Five-missions-proposed-
to-follow-Cassini/stories/201709170162

After 13 years of photographing Saturn and
its moons, the Cassini spacecraft was
destroyed. However, there is still a lot
unknown about the planet’s rings and
moons, and there are currently five more
missions planned that would go back to
Saturn. There are many designs for future
spacecraft for these missions in the works,
ranging from helicopters to balloons. These
spacecraft will explore some of Saturn’s
moons in particular, especially Titan.

5. Metric System

Ki​ ng H​ ​enry ​Di​ ed ​Un​ expectedly ​Dr​ inking C​ h​ ocolate ​Mi​ lk
K​ilo- ​He​ cto- D​ e​ ca- ​Un​ it ​D​eci- C​ e​ nti- M​ ​illi-
1 cm cubed = 1 mL = 1 gram of water

6. Density

M
V |D

D = M/V
D = 20g/10cm3
D = 2g/cm3
Objects of a lower density than their surroundings float
Fast particles = Low density
Small heavy particles = High Density

7. Phase Changes

X-Axis: Heat/Time
Y-Axis: Tempurature

For H2O:
Heat of Fusion: 333 Joules per Gram (Ice to Water)
Heat of Vaporization: 2255 Joules per Gram (Water to
Vapor)
To Raise Temperature by 1 Degree Celsius:
While Solid: 2.05 Joules per Gram
While Liquid: 4.178 Joules per Gram
While Gas: 1.89 Joules per Gram

8. Phase Change of Water Sheet

3. Activity: Phase Change of Water

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

Graph:

Critical Thinking Questions:

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

The temperature stayed about the same between 4.5 and 7.5 minutes and between
33 and 36 minutes.

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

Since the melting point of gold is 1,064 degrees celsius, it would have kept increasing
in temperature the whole time, and wouldn’t melt and flatline until many, many
minutes later.

3. What is the role of energy during the phase changes?
Energy turns into heat when the temperature is increasing, and when the temperature
is not increasing the energy is being used to force the water molecules apart.

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

As the heat rises, the molecules vibrate faster and faster. This causes their bonds to
slowly break apart, changing the water’s state from solid to liquid to gas.

5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)

As the heat increases, the average kinetic energy increases as well, except for when
the ice is melting or the water is vaporizing, at which point the heat is used to
change the state of the water.

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
It will take more heat energy to get the 400 mL to the boiling point, since the amount of
water affects the amount of energy needed to reach different phase changes.

B. Temperature
Both beakers will be at the boiling point of water - 100 degrees celsius.

C. Average Kinetic Energy
Since both beakers have the water at the same phase, the average kinetic energy will
be the same for all the water molecules throughout both beakers.

D. Specific Heat
The beaker with more water in it will have a higher specific heat.

E. Latent Heat (Define it)

Latent heat is the energy used in a phase change. Here, the latent heat is the heat of
vaporization. Since it takes more heat to vaporize more water, the beaker with more
water will have a higher latent heat.

7. Why do we put water in a car’s engine? Explain:
Water is used to cool down the engine, because without a coolant the heat of

combustion alone would destroy the engine.

9. QUIZ: Classifying Matter

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

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

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad A

Copper C

Lemonade B

Rocks, sand, gravel A

Salt Water B

Gold C

Sodium Chloride ​(NaCl) D

Air (Oxygen, nitrogen, carbon monoxide…) D

K2​ S​ O​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 125 125/241 52

Small Rocks 75 75/241 31

Coarse Sand 32 32/241 13

Iron 9 9/241 4

Total 241 241/241 100

Mixture B Mass (g) 205/389 %
Large Rocks 205 58/389 53
Small Rocks 58 97/389 15
Coarse Sand 97 25

Iron 29 29/389 7
Total
389 389/389 100

Calculation Examples ​(Provide 2 Examples showing how you determined the Mass %)
Component Divided By Total Equals Percent
Mixture A:
Iron / Total = Percent
9/241 = 0.037
Percent = 4

Mixture B:
Iron / Total = Percent
29/389 = 0.074
Percent = 7

Graphs:
Mixture A

Mixture B

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

K​2​SO​4​ - Potassium Sulfate
(Show Math Here)
K = 39 39 x 2 = 78 78/174 = 45%
S = 32 32 x 1 = 32 32/174 = 18%
O = 16 16 x 4 = 64 64/174 = 37%
78 + 32 + 32 = 174

Na​3P​ O​4​ - Sodium Phosphate
(Show Math Here)
Na = 23 23 x 3 = 69 69/164 = 42%
P = 31 31 x 1 = 31 31/164 = 19%
O = 16 16 x 4 = 64 64/164 = 39%
69 + 31 + 64 = 164

Graphs:

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

charts.
A mixture is simply a combination of different parts - a bunch of rocks put together, for
example. Since a mixture is just a group of substances, the exact percentage of what it’s
made of can vary, as no two handfuls of rock are identical. The two pie charts, despite
containing the same materials, look very different for this very reason. In a compound,
however, all the elements that make it up mix together and form a single substance that
is uniform throughout. Every single sample of potassium sulfate, for example, will have
the same percentage of its weight come from the oxygen. The only way to get different
looking compound pie charts is to use two entirely different compounds.

2. ​Explain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
We started with a heterogeneous mixture of sand and salt. Using filter paper, we were
able to separate the components of the mixture. Taking just the sand in a beaker, we
added water. This water acted as a solvent, dissolving the salt (the solute). This
dissolvement turned the salt into ions. We then put this newly made homogeneous
mixture onto a hot plate, and evaporated the water, leaving only the charged sodium
chlorite (salt) behind.

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

Salt Solubility Data*

Salt Name Chemical Tempe
Formula rature
Ammonium (○​ ​C)
Chloride 10 20 30 40 50 60 70 80 90 100
Jonny 0
Potassium
Nitrate NH4​ C​ l 29.4 33. 37.2 45.8 55.2 65.6 77.3
(Riley) 3

Sodium KNO3​ 13.9 21. 31.6 45.3 61.4 83.5 106. 11 135 146 168
Nitrate 2 0 7

Ethan NaNO​3 73 87.6 102 122 148 180

Barium Ba(OH)​2 1.67 3.89 8.22 20.9 101.
Hydroxide KCl 28.1 44

Ethan 31. 34.2 40.0 45.8 51.3 56.3
Potassium 2
Chloride
LiCl 69.2 83.5 89.8 98.4 112 128
Ethan
Lithium K​2SO​4 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19. 21.4 22.9 24.1
Chloride 8
Benis
Potassium NaCl 35.7 35. 36.0 36.2 36.5 36.8 37.3 37. 38.1 38.6 39.2
Sulfate 8 6

(Jonny) CuSO​4 14.3 17. 20.7 24.2 28.7 33.8 40.0 47. 56.0 67.5 80.0
4 0
Sodium
Chloride KI 128 13 144 153 162 166 176 18 192 196 206
(Benis) 7 2
Copper II)
Sulfate
(​Anhydrous​)
(Riley)
Potassium
Iodide
(Riley)

*​ Solubility values are given in grams of salt per 100 grams of water

Salt Name Temper
ature
Potassium Nitrate (​○C​ )

5 15 25 35 45 55 65

19 28 40 56 75 92 119

Copper (II) Sulfate (​Anhydrous)​ 15 18 23 27 31 37 47

Potassium Iodide 129 137 145 152 160 167 175

1. Elements and Compounds Quiz

Element Formula Charge
Sodium Na +1
Neon Ne 0
Nitrogen N -3
Chlorine Cl -1
Magnesium Mg +2
Silver Ag +1
Sulfur S -2
Phosphorus P -3
Aluminum Al +3
Calcium Ca +2

Compound Name
Na3PO4 Sodium Phosphate
Li2(SO4) Lithium Sulfate
(NH4)2CO3 Ammonium Carbonate
MgCl2 Magnesium Chloride
Ca(NO3)2 Calcium Nitrate
BeF2 Beryllium Fluoride

Name Compound
Calcium Carbonate Ca+2CO3-2
Ammonium Phosphate NH4+1PO4-3
Magnesium Hydroxide Mg+2OH-1
Potassium Sulfate K+1SO4-2

Al2(SO4)3
Al = 27 x 2 = 54
S = 32 x 3 = 96
O = 16 x 12 = 192
54 + 96 + 192 = 342
192/342 = 0.56 = 56%
Aluminum sulfate is 56% oxygen

This graph shows an example of a mixture that is supersaturated. We can
see that it is supersaturated because the point featured on the graph is
above the line. This shows that at the chemical formula’s current
temperature, 15 degrees celsius, only 25 grams of sulfate can be
dissolved.

3. Identify the Independent Variable in the attached experiment.

Your Answer: ​Temperature

4. In an experiment to determine if the popping of popcorn is
affected by the temperature at which it is stored, counting the
popped kernels is an example of a(an)___________.

Your Answer: ​Observation

5. When gasoline is burned in an engine, ___________.

Your Answer: ​new substances are formed

6. Matter that has a definite shape and volume is called a _________.

Your Answer: ​solid

7. Matter that has a definite volume but no definite shape is a
_______________.

Your Answer: ​liquid

8. Matter in which the particles are free to move in all directions until
they have spread evenly throughout their container is a
_____________.

Your Answer: ​gas

9. The amount of energy needed to change material from a liquid to a
gas is the Heat of ____________.

Your Answer: ​vaportization

10. When two or more substances are combined so that each
substance maintains its own properties, the result is a(n) ____.

Your Answer: m​ ixture

11. A solution that contains all of the solute it can normally hold at a
given temperature and is graphed ON the line is ____.

Your Answer: s​ aturated

12. Increasing the surface area of a solid ____.

Your Answer: ​increases the speed of dissolving

13. The maximum amount of a solute that can be dissolved in a
given amount of solvent is its ____.

Your Answer: ​solubility

14. Water is sometimes referred to as the universal solvent because
____.

Your Answer: m​ any substances can dissolve in it

15. A chemical reaction in which the energy released is primarily in
the form of HEAT is __________.

Your Answer: ​exothermic

16. Numbers that precede symbols and formulas in a chemical
equation are called

Your Answer: c​ oefficients

17. According to the law of conservation of mass, if two atoms of
hydrogen are used as a reactant, how many atoms of hydrogen must
be part of the product?

Your Answer: ​2

18. Physical or Chemical Change: Breaking a pencil

Your Answer: ​Physical

19. Physical or Chemical Change: Boiling water

Your Answer: ​Physical

20. Physical or Chemical Change: Rust forming on a bicycle

Your Answer: ​Chemical

21. Physical or Chemical Change: Silver Hydroxide + Sodium
Chloride --> Silver Chloride and Sodium Hydroxide

Your Answer: C​ hemical

22. Physical or Chemical Change: Blowing air into a balloon

Your Answer: P​ hysical

23. Heterogeneous or Homogeneous: Salad

Your Answer: H​ eterogeneous

24. Heterogeneous or Homogeneous: Rocks and sand with iron

Your Answer: ​Heterogeneous

25. Heterogeneous or Homogeneous: salt water

Your Answer: ​Homogeneous

26. Heterogeneous or Homogeneous: Air

Your Answer: ​Homogeneous

27. Heterogeneous or Homogeneous: Sugar water

Your Answer: H​ omogeneous

28. Heterogeneous or Homogeneous: Potassium Chlorate dissolved
in Water

Your Answer: ​Homogeneous

29. Heterogeneous or Homogeneous: Chicken noodle soup

Your Answer: H​ eterogeneous

30. A solution contained 57 grams of sodium nitrate at 20 C. What is
the Solute in the solution?

Your Answer: s​ odium nitrate

31. A solution contained 120 grams of Potassium nitrate at 85 C.
What is the solvent?

Your Answer: ​water

32. A scientist wanted to find out if he/she could dissolve 110 grams
of Sodium nitrate at 80 C. Would his solution be Supersaturated,
saturated or unsaturated?

Your Answer: ​unsaturated

33. A scientist wanted to find out if he/she could dissolve 110 grams
of Sodium nitrate at 80 C. How many grams would be added to make
this a saturated solution?

Your Answer: ​35

34. Mr. Kotulski tried to make a solution with 90 grams of Potassium
nitrate at 40 C. Describe this solution:

Your Answer: S​ upersaturated

35. Mr. Kotulski tried to make a solution with 90 grams of Potassium
nitrate at 40 C. How many grams of Potassium (KNO3) could be
taken away?

Your Answer: 3​ 0

36. Mr. Kotulski tried to make a solution with 90 grams of Potassium
nitrate (KNO3) at 40 C. What Temperature would Mr. Kotulski have to
heat the water to in order to make it dissolve?

Your Answer: ​55

37. What is the Mass% of Oxygen in the following compound: NaNO3

Your Answer: ​56.5

38. What is the Mass% of Oxygen in the following compound:
Lithium sulfate

Your Answer: ​58.2

39. How much Heat Energy would be required to completely
evaporate 35 grams of Ice from its Melting Pt. completely to steam?

Your Answer: 2​ 240 (INCORRECT)

40. How much Heat Energy would be required to completely
evaporate 25 grams of Silver from its melting point?

Your Answer: 6​ 1980.85

41. What type of chemical reaction is shown in the following link:

Your Answer: ​Single Displacement

42. What type of chemical reaction is shown in the following link:

Your Answer: S​ ynthesis

43. What type of chemical reaction is shown in the following link:

Your Answer: ​Double Displacement

44. Analyze the following Data: What is the % of Large rocks in the
following mixture?

Your Answer: 5​ 1.7

45. What is different about the 2 Pie Charts? (Mixture and
Compound)

Your Answer: H​ eterogeneous Mixtures always have the same % of materials while
compounds do not (INCORRECT)

46. Analyze the following Solubility Graph: 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?

Your Answer: 5​ 0 g

47. Analyze the Solubility Graph: What is the solubility of NaNO3 at
25°C?

Your Answer: ​91 g

48. Which Phase of Matter would occupy the LEAST volume?

Your Answer: ​solid

49. Which Phase of Matter would occupy the GREATEST volume?

Your Answer: ​gas

50. Which of the following equations follows the Law of
Conservation of Mass?

Your Answer: D​

51. What are the correct Coefficients for the following chemical
reaction?

Your Answer: 1​ , 2, 1, 2

52. What are the correct Coefficients for the following chemical
reaction?

Your Answer: T​ ue Apr 02 2002 21:00:00 GMT-0800 (PST)

53. Use the Solubility Rules Chart to determine if CaSO4 is the
Soluble or Insoluble

Your Answer: I​ nsoluble

54. Use the Solubility Rules Chart to determine if PbCO3 is Soluble
or Insoluble

Your Answer: ​Insoluble

55. Use the Solubility Rules Chart to determine if Ag3PO4 is Soluble
or Insoluble

Your Answer: ​Insoluble

56. Use the Solubility Rules Chart to determine if Sodium Nitrate is
Soluble or Insoluble

Your Answer: S​ oluble

57. The ability of some solids to change directly from a solid to a gas
is called ___________.

Your Answer: s​ ublimation

58. Name the following compound: Na2SO4

Your Answer: S​ odium Sulfate

59. Name the following compound: CaCO3

Your Answer: ​Calcium Carbonate

60. Name the following compound: NH4NO3

Your Answer: ​Ammonium Nitrate

61. Name the following compound: Li3PO4

Your Answer: L​ ithium Phosphate

62. Write the formula for the following compound: Magnesium
hydroxide

Your Answer: M​ g(OH)2

63. Write the formula for the following compound: Calcium
phosphate

Your Answer: ​Ca3(PO4)2

64. Write the formula for the following compound: Ammonium
sulfate

Your Answer: ​(NH4)2SO4

65. Write the formula for the following compound: Lead (II) Nitrate

Your Answer: ​Pb8(NO3)4 (INCORRECT)

66. A scientist wanted to find out the % of Oxygen from the reaction
between Lithium carbonate and Ammonium bromide. Predict the
products and balance the chemical reaction. Determine the % of
Oxygen by mass in the compound that contains Oxygen found in the
product. DO NOT WRITE THE % SYMBOL!

Your Answer: 5​ 3.3 (INCORRECT)

66. A second scientist wanted to find out the % of Oxygen from the
reaction between Magnesium sulfate and Sodium chloride. Predict
the products and balance the chemical reaction. Determine the % of
Oxygen by mass in the compound that contains Oxygen found in the
product. DO NOT WRITE THE % SYMBOL!

Your Answer: ​38.1 (INCORRECT)

67. Symbol for Gold

Your Answer: ​Au

+1 / 1 point(s)

68. Symbol for Mercury

Your Answer: H​ g

69. Name the following compound: (NH4)2CO3

Your Answer: A​ mmonium Carbonate

70. Write the Chemical Formula for: Potassium Carbonate

Your Answer: K​ 2CO3

71. Write the Chemical Formula for: Magnesium Phosphate

Your Answer: ​Mg3(PO4)2

72. Write the Chemical Formula for: Aluminum hydroxide

Your Answer: ​Al(OH)3

73. How many Oxygen atoms in the following compound: Mg(NO3)2

Your Answer: ​6

74. How many Oxygen atoms in the following compound: Calcium
Phosphate Hint: (Don't forget to criss-cross!)

Your Answer: ​8

75. How many Oxygen atoms in the following compound: Potassium
nitrate

Your Answer: 3​





















Activity:​ D​ etermine which fossil is older

Directions: Watch videos, take notes and construct the graphs below using

your spreadsheet.

Film:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=0913F60FB719
BC5912690913F60FB719BC591269&&FORM=VDRVRV
Film #2:
https://www.bing.com/videos/search?q=radiometric+dating&&view=detail&mid=33AAFAE1F005
C0E7E25833AAFAE1F005C0E7E258&&FORM=VDRVRV

Take notes:

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

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

Graphs:

Write an Essay that explains which fossil is older: (use your graphs)
Fossil A
18% of Fusarus remaining
5500 years

Fossil B
35% of Montanosaurus remaining
2500 years

QUIZ:​ Isotopes

Name: Date:

Directions​ construct a graph that will help you determine the age of fossils.

I​ sotope A Percent Isotope
Years

0 100

5730 50

11,460 25

17,190 12.5

22,920 6.25

28,650 3.125

34,380 1.06

40,110 .5

45,840 .25

51,570 .125

57,300 0

Hint: Remember to add gridlines
Graph: (​ place graph here)

Questions: (Use your graph above to answer the questions below)
1. How old is the following fossil?
Fossil A - 73% of Isotope A remaining

3,000 years old
2. How old is the following fossil?
Fossil B - 15% of Isotope A remaining

16,000 years old
3. What percentage of Isotope A is remaining if the fossil is 1200 years old?
(Use your graph)
96%

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.

((75.53x34.969)+(24.47x36.966))/100=
35.46 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%).

((92.2297x27.9769)+(4.6832x28.9765)+(3.0872x29.9738))/100=
28.09 amu

Writing:
Use one of the examples above to discuss how you determine the number of neutrons for each
isotope. You also need to discuss how the %abundance contributed to the Average Atomic
Mass of the element. (HINT: Think of the M&M Lab!)

There is a simple way to calculate the number of neutrons in an isotope. First, you find
the atomic mass number of the isotope. This is equal to the whole number nearest to its atomic
mass. This means that a silicon isotope with a mass of 27.9769 amu has an atomic mass
number of 28. Then, you find the number of protons in the atom. This is because protons and
neutrons are both found in the nucleus, so to know how much there is of one you have to know
how much there is of the other. The atomic mass number is the total sum amount of protons
and neutrons. The number of protons in different for each element, but the same within all
isotopes of a given element. It is equal to the atomic number - in the case of silicon, 16. Finally,
you subtract the number of protons from the atomic mass number to get the number of
neutrons. 28 - 16 = 12, so it can be determined that the silicon isotope with an atomic mass of
27.9769 has 12 neutrons.

To find the average number of neutrons in an element overall, you need to find the
average atomic mass. To find that, you add up the weight of all of the atoms of that element in
existence and divide it by the total number of atoms of that element, like you would with any
average. However, that can be immensely simplified by using relative abundance. Relative
abundance tells you how common each isotope is in relation to the others, so you can find the
average out of 100 instead of out of the immeasurable amount in the universe. Of course, the
more common an isotope is, the closer it will be to the average, because the average needs to
balance out all samples. For instance, if heavier isotopes are more common than lighter ones,
the average atomic mass will be higher than the median (the number in the middle). So it's
important to know not just how heavy an isotope is, but also how much of the total mass percent
it accounts for.

Velocity Story

Name: Date:

Directions:​ Work in a group to tell a story of a classmate in motion. You must include 3 turns
(change in direction) and 3 different velocities. Your story must also have an amount of time
where the classmate does not move. What did the person do when they stopped? Where were
they going?

Data Table:

Example: Velocity = Distance/Time
V = 12 m/3 sec
V = 4 m/sec.

Description Distance (m) Time (sec.) Velocity (m/s)
1.5
Walked from table to sink 9 6 0
1.2
Washed Hands 08 0
1.5
Skipped from sink to paper towels 11 9 0
1.25
Dried Hands 03

And he waddled away 3 2

Stood still 05

Walked back to the table 10 8

Graph:​ (X-axis is Time; y axis is Distance)

Story:
After committing an atrocious murder at the back of the science room, Jonny (Grim Reaper) had
to clean the blood off of his hands. He quickly walked over to the sink, and thoroughly washed
his hands. Happy to be untraceable, he skipped over to dry his hands. And then he waddled
away (waddle, waddle). Only seconds later, he returned to the scene of the crime, free of
suspicion.

Essay:
After conducting our experiments we can conclude that the higher the opposition the shorter the
time and the higher velocity. For example, in our experiments we had it at 50 cm and the time
was 0.66 seconds and the velocity was 183. In the second one we had 36 cm and the time was
0.99 seconds and the velocity was 122. Therefore we can conclude with evidence that the
higher the opposition the faster velocity and time.

Velocity Project 2018

Due: Wednesday night February 21,2018

1. Define the following terms and include pictures if possible:

Motion Speed Position

the action or process of the rate at which someone or  a place where someone or 
moving or being moved something is able to move or  something is located or has 
operate  been put 

 

 

Distance Acceleration Terminal Velocity

an amount of space between  The rate of increase in the  the constant speed that a 
freely falling object eventually 
two things or people rate or speed of something reaches when the resistance 
of the medium through which 
it is falling prevents further 
acceleration

Time Initial Velocity Displacement

the indefinite continued  the velocity of the object  he moving of something from 
progress of existence and  before acceleration causes  its place or position 
events in the past, present, 
and future regarded as a  a change 
whole 

   

Velocity Final Velocity  

the speed of something in a  the velocity at the final  Key Metric units
given direction point of time he basic units are the 
meter, the second, and the 
kilogram

2. What is the difference between Speed and Velocity? Explain using an example

in your own words.

Both are how fast an object is moving, but speed does not specify a direction while

velocity does.

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:

Cheshire, CT to Oatmeal, TX is 1,883 miles

A. Fastest Runner

28mph

t=d/v

t= 1883miles
28mph

t=67.25 hours

B. Model T Ford

45mph

t=d/v

t= 1883miles
45mph

t=41.8hours

C. Hindenburg

84mph

t=d/v

t= 1883miles
84mph

t=22.4 hours

D. Tesla top speed

155mph

t=d/v

t= 1883miles
155mph

t=12.14 hours

E. Fastest train

217mph

t=d/v

t= 1883miles
217mph

t=8.68 hours

F. F35 Fighter Jet

1,200mph

t=d/v

t= 1883miles
28mph

t=1.57 hours

G. Fastest tortoise

0.63mph

t=d/v

t= 1883miles
0.63mph

t=2988.89 hours=124.54

*Provide a map showing your cities

(Bertram is the closest city Google Maps knows to Oatmeal)

(Fastest tortoise bar goes far above upper edge of graph; allowing tortoise bar to be
fully visible made train and F35 bars too small to see)
*Show Detailed Math Steps

4. What would like to see in this city when you arrive? What tourist attraction?