Eighth Grade Science Portfolio

HEAT= 37g * 1251 C * 0.057 cal/g C 
HEAT= 2,638.359 calories 
 
HEAT= m*heat of vaporization 
HEAT= 37g * 2356 cal/g 
HEAT = 87,172 calories 
 
Total: 90,772.359 calories 
Scientific Notation: 9.1 x 10​4 
 
Graph your Results: 

 
Writing (_____ out of 4) 
Questions:  

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

Explain:​ (Hint: Use the Heat equation) 

 
 

Heat and temperature are different for the following pictures because a lake has 
more molecules and mass than a small beaker of water does. This means that to boil a 
lake it will take more energy, or heat, to heat up the lake than it will to heat up a beaker 
of water. Although the heat is different the temperature of both the lake and beaker of 

water would be the same. This is because to get to water's boiling point, the water has to 
be a 100℃, which means the temperature is the same it just takes more heat to get the 
amount of water in a lake. The heat equation for all substances including water is Heat = 
Mass * Heat of Vaporization. This means that the more mass the substance (or water) has 
then the longer it will take to heat it up.  
 
2. How can you use the unit (cal/gC) to explain the difference between Water and 
Silver? 
 
 
3. Would it be possible for there to be solid oxygen on another planet? Explain: 
Oxygen Melting Point: -218 C 
Oxygen Boiling Point: -183 C 
 

Yes, it would be possible for there to be solid oxygen on another planet. This is 
because every substance has their own unique melting and boiling point. In addition, it 
would have to be extremely cold considering that -218 C is only the melting point. Once 
the air gets colder, the liquid oxygen would eventually freeze into a solid. The molecules 
on this planet would be very tightly packed and close together. This planet has to have 
extremely cold weather is not in our solar system and would have to be one of the 
farthest planets away from the sun. If this planet is far from the sun then it will get no 
heat and light to keep it warm, instead it will always be cold. If this planet is existing then 
humans would not be able to go and visit it because of its dangerous weather. In 
conclusion, it would be possible to have solid oxygen on another planet if there are very 
cold, harsh weather conditions.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection on Phase Changes:  

I performed an experiment with my group on how much energy must be used to 
melt a solid, which was an ice cube. During this experiment, we got a beaker full of 
ice and put some water in it. Then, we put the beaker on a hot plate and calculated 
how cold the ice water mixture was after every 30 seconds. We figured out that 
after every 30 seconds, the temperature of the ice/water mixture got warmer as we 
kept it on the hot plate. When we put all of our data onto the graph it didn’t match 
perfectly to how the phase change graph is supposed to look, but it was pretty 
close. In addition to this experiment, we didn’t a few with the class. The other was to 
find the amount of energy it took to make moth crystal go from a liquid to a solid.  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Classifying Matter 

 

 
 
 
 
 
 
 
 
 
 
 
 
 

Mixture Project 

Textbook: Chapter 15 (448-473) 

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

Substance  Heterogeneous  Solubility  Solvent 
Mixture 

Element  Homogeneous  Atom  Saturated 
Mixture 

Compound  Solution  Solute  Unsaturated 

Mixture  Concentration  Suspension  Supersaturated 

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

Heterogeneous  Homogeneous  Element  Compound 

Mixture  Mixture 

Fruit salad  Milkshake  Sodium  Water

   
salt
Chex mix     
Coffee  diamond

 

     
carbon
Legos  Cold tomato  sugar
Crayons   soup 

      
Orange juice  hydrogen Carbon dioxide

   
rust
 

Fruit loops  Chocolate   
oxygen

    

Critical Thinking: 
1. How are the examples for Heterogeneous and Homogeneous 
MIxtures different? 
a. They are different because in Heterogeneous you can see all of 
the different parts of the mixture and in Homogeneous you are 
unable to see all of the parts put into making the substance. 
2. How are Elements and Compounds similar and different? 

a. Elements are similar to compounds because an element has 
atoms that are alike and compounds have elements and the 
elements are always the same proportion and combination of 
elements. They are different because elements have atoms 
that are all alike and a compound is formed from two or more 
elements. 

 
Total Weight of Cup: 1.8 
Total Weight of Mixture and Cup: 59.2 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

QUIZ Review: Classifying Matter 

 

Research Heterogeneous and Homogeneous Mixtures and write down characteristics and 

examples in the chart below: 

 

Heterogeneous Mixtures Homogeneous Mixtures 

● Two or more ingredients    

 
 
Determine the Mass % of each component within the following Mixtures and Make Pie 
Charts:  
 

25 grams of Large Rocks  36 grams of Fine Grained Sand 

125 grams of Small Rocks  3 grams of Salt 

75 grams of Coarse Grained Sand  19 grams of Copper (Cu) 

Total: 283 
 
Large Rocks: 25 grams 
Mass% = 25/283 
Mass% = 0.09 
Mass% = 8.83% 
 
Small Rocks: 125 grams 
Mass% = 125/283 
Mass% = 0.44 
Mass% = 44.17% 
 
Coarse Grained Sand: 75 grams 
Mass% = 75/283 
Mass% = 0.27 
Mass% = 26.50% 
 
Fine Grained Sand: 36 grams 
Mass% = 36/283 
Mass% = 0.13 
Mass% = 12.72% 
 
Salt: 3 grams 
Mass% = 3/283 
Mass% = 0.01 

Mass% = 1.06% 
 
Copper: 19 grams 
Mass% = 19/283 
Mass% = 0.08 
Mass% = 6.71% 

   

175 grams of Large Rocks  23 grams of Fine Grained Sand 
11 grams of Salt 
35 grams of Small Rocks  53 grams of Copper (Cu) 

89 grams of Coarse Grained Sand 

Total: 386 
 
Large Rocks: 175 grams 
Mass% = 175/283 
Mass% = 0.62 
Mass% = 61.84% 
 
Small Rocks: 35 grams 
Mass% = 35/283 
Mass% = 0.12 
Mass% = 12.37% 
 
Coarse Grained Sand: 89 grams 
Mass% = 89/283 
Mass% = 0.31 
Mass% = 26.50% 
 
Fine Grained Sand: 23 grams 
Mass% = 36/283 

Mass% = 0.13 
Mass% = 31.45% 
 
Salt: 11 grams 
Mass% = 11/283 
Mass% = 0.04 
Mass% = 3.89% 
 
Copper: 53 grams 
Mass% = 53/283 
Mass% = 0.19 
Mass% = 18.73% 

 

 

Determine the Mass % of each element in the following compounds: (Choose 4 Compounds) 

Positive Ions Negative Ions 

Sodium +1  Phosphate PO4​ -​ 3 
Calcium +2  Carbonate CO3​ ​-2 
Potassium +1  Sulfate SO​4​-2 

Lithium +1  Nitrate NO3​ -​ 1 

 

 

 

 

Conclusion: *Explain the difference between Mixtures and Compounds using evidence 

(Data) from your charts. 

The difference between mixtures and compounds is that compounds could be a part of 

mixtures and are a mix of two or more elements. Mixtures are a mix of different elements 

and compounds. In addition, mixtures are substances made up of multiple types of matter 
and are always different. On the other hand, compounds are molecules that are made up of 
two or more different types of matter, or elements, and always appear the same. An 
example of this is, a gram of salt, which is a compound, will always appear as NaCl.  
 
*How did you separate the Salt from the Sand? Discuss the role of Solute and solvent as 
well as Heat Energy. You should also discuss IONS. 
To separate the salt and the sand, I used a coffee filter in a funnel. My group and I poured 
the sand into the filter and then slowly poured room temperature though it into a beaker 
below. This let the water leak through the filter along with the salt that was mysteriously put 
in the mixture. The salt that was left over after the water (H2​ O​ ) was boiled and evaporated 
was the solute in this experiment. The water was solvent in this experiment. In addition, the 
IONS that are found in the solution are positive and negative. For example, sodium chloride, 
or salt, has a positive and negative charge because of its elements. Sodium has a positive 
charge and chloride has a negative charge, so together they make a compound.  

 

 

 

 

 

 

 

 

 

 

 

 

 

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  D 

Gold  C 

Sodium Chloride ​(NaCl)  D 

Air (Oxygen, nitrogen, carbon monoxide…)  B 

K2​ ​SO4​   D 

Twix, snickers, pretzels, popcorn in a bag  A 

 

II. Directions:​ Determine the Mass % of each mixture and construct the appropriate graphs. 

Mixture A Mass (g) % 

Large Rocks  125  51.9% 

Small Rocks  75  31.1% 

Coarse Sand  32  13.3% 

Iron  9  3.7% 

TOTAL MASS: 2​ 41 
 
Large Rocks:  
Percent= 125g/241g 
Percent= 0.519g * 100g 
Percent= 51.9g 
Small Rocks: 
Percent= 75g/241g 
Percent= 0.311g * 100g 

Percent= 31.1g  Mass (g) % 
Coarse Sand:   205  52.7% 
Percent= 32g/241g 
Percent= 0.133g * 100g 
Percent= 13.3g 
Iron:  
Percent= 9g/241g 
Percent= 0.037g * 100g 
Percent= 3.7g 
 
 
Mixture B

Large Rocks 

Small Rocks  58  14.9% 

Coarse Sand  97  24.9% 

Iron  29  7.5% 

 
Calculation Examples ​(Provide 2 Examples showing how you determined the Mass %) 
TOTAL MASS: 3​ 89 
 
Large Rocks:  
Percent= 205g/389g 
Percent= 0.527g * 100g 
Percent= 52.7g 
Small Rocks: 
Percent= 58g/389g 
Percent= 0.149g * 100g 
Percent= 14.9g 
Coarse Sand:  
Percent= 97g/389g 
Percent= 0.249g * 100g 
Percent= 24.9g 
Iron:  
Percent= 29g/389g 
Percent= 0.075g * 100g 
Percent= 7.5g 
 
 
Graphs: 
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 = 78/174 = 0.448 * 100 = 44.8 
 
S(1) * 32 = 32/174 = 0.184 * 100 = 18.4 
 
O(4) * 16 = 64/174 = 0.369 * 100 = 36.8 
 
Total: 174 

 

 

Na​3P​ O​4​ - Sodium Phosphate  
(Show Math Here) 
 
Na(3) * 23 = 69/164 = 0.421 * 100 = 42.1 
 
P(1) * 31 = 31/164 = 0.189 * 100 = 18.9 
 
O(4) * 16 = 64/164 = 0.390 * 100 = 39 
 

Total: 164 
 

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

charts. 
The difference between mixtures and compounds is that compounds could be a part 

of a mixture and are a mix of two or more elements. Mixtures are a mix of different elements 
and compounds. There are two types of mixtures, heterogeneous and homogeneous. 
Heterogeneous mixtures are when you can see all of the different parts of the mixture and 
homogeneous mixtures are mixtures where all of the parts of the mixture are put together 
but cannot be seen in the mixture. In addition, mixtures are substances made up of multiple 
types of matter and are always different. On the other hand, compounds are molecules that 
are made up of two or more different types of matter, or elements, and always appear the 
same. An example of this is, a gram of salt, which is a compound, will always appear as 
NaCl. In addition, I made a pie chart to find the mass percentages of a compound, which 
consists of two elements. The first pie chart showed that potassium has the biggest part of 
the compound because of its high atomic weight, or mass. In the second pie chart, 
phosphorus had the greatest percentage for the same reasoning.  

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

To separate the salt from the sand, my group and I folded a coffee filter and then put 
it in a funnel. We then poured the sand into the filter and slowly poured room temperature 
water over the sand. The water along with the salt, that was mysteriously put into the 
mixture, flowed through the filter and a glass beaker caught it at the bottom. After that we 
found the solute, which was the salt, by boiling the water to make it evaporate. In this 
experiment, the water was the solvent. In addition, the IONS that were found in the solution 
are positive and negative. For example, sodium chloride, or salt, has a positive and negative 
charge because of its elements. Sodium has a positive charge and chloride has a negative 
charge, so together they make a compound.  

 

 
 
 
 
 
 

Solubility 

 

 

 
 

Solubility Graph Practice: 

Directions: ​Construct a solubility graph that contains 5 substances from 

the chart. (Temperature on X-axis and Solubility on 7-axis) 

 

Salt Solubility Data* 

 

Salt  Chemic Temp                    
al  eratur
Name  Formula  e (○​ C​ ) 

    0  10  20  30  40  50  60  70  80  90  100 

Ammoniu NH​4C​ l  29.4  33. 37.2  41. 45.8  50. 55.2  6 65.6  72. 77.3 
8  5  0  6 
m Chloride  3 

Potassium  KNO3​   13.9  21. 31.6  45.3  61.4  83.5  106. 13 Off 
5  165  217  the 
Nitrate  2  0 
line 

Sodium  NaNO​3  73  79  87.6  94  102  110. 122  13 148  162  180 
5  5 
Nitrate 

Barium  Ba(OH)2​   1.67    3.89    8.22    20.9   101.    
KCl  28.1 
Hydroxide  LiCl  69.2  4  4 
K2​ S​ O4​   7.4 
Potassium  31. 34.2    40.0    45.8    51.3    56.3 

Chloride  2 

Lithium    83.5    89.8    98.4    112    128 

Chloride  9.3  11.1  13.0  14.8  16.5  18.2  19. 21.4  22.9  24.1 

Potassium  8 

Sulfate 

Sodium  NaCl  35.7  35. 36.0  36.2  36.5  36.8  37.3  37. 38.1  38.6  39.2 

Chloride  8  6 

Copper (II) 

Sulfate  CuSO​4  14.3  17. 20.7  24.2  28.7  33.8  40. 47. 56.0  67.5  80.0 
(​Anhydrous
4  0  0 

) 

Potassium  KI  128    144    162    176    192    206 

Iodide 

*​ Solubility values are given in grams of salt per 100 grams of water 
CREATE GRAPH HERE WITH 5 Compounds using different colors for each line. Fill 

in the missing solubilities if needed on the chart. 

ON GRAPH PAPER 

 

 

 

 

 

Critical Thinking Questions: 

1. How does the solubility of NaCl vary with the temperature of the water? 

Explain using your data and your graph.  

 

The solubility of NaCI varies with the temperature of the water. This is because the 

solubility goes up when the temperature of the water goes up. When the 

temperature is 0 degrees celsius the solubility of salt is 35.7 and then when the 

temperature of the water is 100 degrees celsius, the solubility is 39.2. With this 

evidence, the solubility only rose 3.5 grams/100​3​.  
 

2. What generalization can you make about the relationship between solubility 

  and temperature? ​Provide Evidence (Data) 

The generalization that you can make about the relationship between solubility and 

temperature is that as the temperature increases, the solubility increases. And as the 

temperature decreases, the solubility decreases. They depend on each other.  

 

3. Estimate the solubility of each salt at certain temperatures by filling in the 

  following table.​ ​ Use your graph to determine the solubilities. 

Temp
eratur            
Salt Name 

e (○​ C​ ) 

  5  15  25  35  45  55  65 

Ammonium Chloride  31  36  40  43  48  54  57 

Potassium Nitrate  18  26  37  53  67  90  122 

Sodium Nitrate  76  83  91  97  106  115  127 

Barium Hydroxide          

Potassium Chloride          

Lithium Chloride          

Potassium Sulfate          

Sodium Chloride          
        
Copper (II) Sulfate          

(​Anhydrous​) 
Potassium Iodide 

Name: __________________________________________ Date: ____________Class____________ 
Solubility Curve Practice Problems Worksheet 1 

You'll notice that for most substances, solubility increases as temperature increases. As discussed 

earlier in solutions involving liquids and solids typically more solute can be dissolved at higher 

NH​temperatures. Can you find any exceptions on the graph? ​3 

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

At 30°C approximately 10g of KClO​3​ will dissolve in 100g of water. If the temperature is 
40 grams​increased to 80°C,  approximately ​
of the substance will dissolve in 100g (or 

100mL) of water. 

Directions:​ Use the graph to answer the following questions. REMEMBER UNITS! 
 
1) What mass of solute will dissolve in 100mL of water at the following temperatures?  

a. KNO​3 a​ t 70°C = ​130g 
b. NaCl at 100°C= 4​ 0g 

c. 70gNH4​ ​Cl at 90°C= ​ 

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

 

 

 

 

 

 

 

 

 

 

2) Types of Solutions 

 

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

Values on the graph ​under​ a curve represent u​ nsaturated solutions​ - more solute could be dissolved at that 

temperature. 

Label the following solutions as saturated or unsaturated. If unsaturated, write how much more solute can be 

dissolved in the solution.  

Solution  Saturated or Unsaturated?  If unsaturated: How much more 
 
a solution that contains 70g of  ssoolluuttieocna? n  dissolve in the 
unsaturated  25 grams  
NaNO​3​ at 30°C (in 100 mL H​2O​ ) 

 

a solution that contains 50g of NH​4​Cl  saturated   
at 50°C (in 100
mL H​2​O) 

 

a solution that contains 20g of KClO3​   saturated   
at 50°C (in 100
mL H​2​O) 

  unsaturated  60 grams 

a solution that contains 70g of KI at 

0°C (in 100 mL H​2O​ ) 

 

Homework – Use the Solubility Graphs on Page 1 

1. a. What is the solubility of ​KCl a​ t 5°C? 2​ 8g/100 
b. What is the solubility of ​KCl​ ​at 25°C? 3​ 4g/100 
13g/100c. What is the solubility of C​ e2​ (​ SO​4)​ ​3​ ​ a​ t 10°C? ​
 

5g/100d. What is the solubility of ​Ce2​ ​(SO​4)​ ​3​ at 50°C? ​  

 

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

Unsaturated 

b. How do you know? 

I know this because the point is under the line.  

3. A mass of 100 g of NaNO​3​ is dissolved in 100 g of water at 80ºC.   
a) Is the solution saturated or unsaturated?​ unsaturated 

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

At 35 degrees celsius the first solid should appear because that is the point where the solution 
reaches solubility.  

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

KIWhich compound is most soluble at 20 ºC? ​  
Which is the least soluble at 40 ºC? C​ e2​ ​(SO​4​)3​  

 

5. Which substance on the graph is ​least​ soluble at 10°C? K​ CIO3​  

6. A mass of 80 g of KNO3​ ​is dissolved in 100 g of water at 50 ºC. The solution is heated to 70ºC. How 
many more grams of potassium nitrate must be added to make the solution saturated? Explain your 

reasoning (S​ ee question #2 on the other side for a hint) 

50 more grams of potassium nitrate must be added to the solution so it will reach 
the saturation point. You would need to add this much more so the point is on the 
line.  

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

Formula  # of atoms in formula  If the following amounts of solute are dissolved 
in 100 mL of water: Is the solution ​SATURATED 
Example:  Na = 1 
NaCl    OR ​UNSATURATED 
Cl =​ 1  3 grams dissolved at 0​ºC 
Formula   
unsaturated 
# of atoms in formula 
If the following amounts of solute are dissolved 
  K = 1  in 100 mL of water: Is the solution ​SATURATED 
KI  I = 1 
  OR ​UNSATURATED 
  120 grams dissolved at 0​ºC 
Ce(SO4​ )​ ​3    Ce = 1 
S = 1  unsaturated 
  O = 4 
  7.2 grams dissolved at 70º​ C 
  N = 1  saturated 
  H = 4 
NH​4C​ l  C= 1  11 grams dissolved at 46.7º​ C 
  I = 1  unsaturated 

  

Extra Practice WS 

Extra Practice WS2 

 

 

 
 

Name: ​Avery DePodesta Class: ​S4 

QUIZ:​ Solubility and Naming Compounds 

 

Part I.  

Directions:​ Write the symbol of the element with the charge. 

Formula Charge 

1. Sodium  Na  +1 

2. Neon  Ne  0 
3. Nitrate  NO3​   -1 
4. Chlorine  Cl  -1 

5. Magnesium  Mg  +2 

6. Silver  Ag  +1 

7. Sulfur  S  -2 

8. Phosphorus  P  -3 

9. Aluminum  Al  +3 

10. Calcium  Ca  +2 

 
Part II. 
Directions:​ Write the name for the compounds: 
 

11. Na3​ P​ O​4  Sodium Phosphate 

12. Li​2​(SO4​ )​   Lithium Sulfate 

13. (NH​4​)2​ ​CO​3  Ammonium Carbonate 

14. MgCl​2  Magnesium Chloride 

15. Ca(NO3​ ​)2​   Calcium Nitrate 

16. BeF​2  Beryllium Fluoride 

 
 
 
 
 
 

Part III.   

Directions:​ Write the chemical formula for the following compounds (Use your ions): 

17. Calcium carbonate 
Ca+​ 2 ​ CO3​  
Ca (CO​3​)2​  
 

 

18. Ammonium phosphate 
NH​4+​ 1​ PO4​ -​ 3 
(NH4​ ​)3​ ​ (PO4​ ​)1​  
 

 

19. Magnesium hydroxide 
Mg​+2 O​ H-​ 1 

Mg​1​ (OH)​2 
 

 

20. Potassium sulfate 
K​+1​ SO4​ -​ 2 
K2​ ​ (SO​4)​ 1​  
 

 

Part IV. 

Directions:​ Determine the Mass % of Oxygen in ​Al​2(​ SO4​ )​ ​3​ or AgNO3​  
Atomic Mass: A​ l (27) S (32) O (16) Ag (108) N (14)    

Ag(108) = 108/170 = 63.6% 
N(14) = 14/170 = 8.2% 

O(16) = +4​ 8/170​ = 28.2%  
170 

 

 
 
 

Part V. 
Directions:​ Write an essay about the graph below. ​Use data! 
Vocabulary:​ Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams, 
solubility, chemical formula 
 

The graph shows the compound sodium phosphate. The point on the graph is 
supersaturated because it is above the line. As of right now the point on the graph is heated 
to 15 degrees celsius and has 70 grams per 100 grams of water of solute. This means that it 
still has some of the chemical left in the beaker. To get the point to be saturated you could 
do two things. The first thing that you could do is raise the temperature be 23 degrees 
celsius. The other thing you could do is take away 45 grams of the sodium phosphate to get 
to 25 grams per 100 grams of water. If you decided to keep the beaker of water and sodium 
phosphate supersaturated then there would be many positive and negative ions floating 
around in the water. This is because sodium has a negative charge and phosphate has a 
positive charge. An example that proves this is the chemical formula for sodium phosphate 
which is, Na(PO4​ ​)1​ .  

 

 

 

 

 

 

 

 

 

 

 

 

Chemistry 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Law of conservation of Mass 

→ means = 

Reaction 1 

REACTANTS PRODUCTS 

2​ NaHCO3​ ​ →​ ​ ​1 ​Na2​ C​ O3​ ​ + 1 H​2​O + 1 CO​2 
Observations: 

Determine the Weight (AMU) of the reactants and the products 

- Decomposition 

 

Reaction 2 
 
1​ Mg + 1 O2​ ​ → 2​ ​ MgO 
Observations: 
Determine the Weight (AMU) of the reactants and the products 
500g 28g 528g 

- Synthesis  
Reaction 3 
 
____ CH3​ C​ H​2O​ H + ____ O2​ ​ → ____ CO2​ ​ + ____ H​2O​  
Observations: 
Determine the Weight (AMU) of the reactants and the products 

- COMBUSTION 
 
Reaction 4 

C C C C 
___ Na2​ ​CO​3​ + ___ CaCl​2​ → ___CaCO​3​ + _2___ NaCl 
Observations: 
Determine the Weight (AMU) of the reactants and the products 

- Double replacement 
 
Reaction 5 
_2__ Cu + ___ AgNO3​ ​ → ___ Ag + ___ Cu(NO3​ )​ ​2 
Observations: 

Determine the Weight (AMU) of the reactants and the products 
- Single replacement  

 
Reaction 6 
 
___ Fe + ___ S → ___ FeS 
Observations: 
Determine the Weight (AMU) of the reactants and the products 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

    

    

    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Chemistry Test 
6. Matter that has a definite shape and volume is called a _________. 
Your Answer: s​ olid 
18. Physical or Chemical Change: Breaking a pencil 
Your Answer: P​ hysical 
24. Heterogeneous or Homogeneous: Rocks and sand with iron 
Your Answer: ​Heterogeneous 
30. A solution contained 57 grams of sodium nitrate at 20 C. What is 
the Solute in the solution? 
Your Answer: s​ odium nitrate 
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 
40. How much Heat Energy would be required to completely 
evaporate 25 grams of Silver from its melting point? 
Your Answer: ​61260 
54. Use the Solubility Rules Chart to determine if PbCO3 is Soluble or 
Insoluble 
Your Answer: I​ nsoluble 
59. Name the following compound: CaCO3 
Your Answer: C​ alcium Carbonate 
63. Write the formula for the following compound: Calcium 
phosphate 
Your Answer: ​Ca3(PO4)2 
67. Symbol for Gold 
Your Answer: A​ u 
66. A second scientist wanted to find out the % of Oxygen from the 
reaction between Magnesium sulfate and Sodium chloride. 
Determine the % of Oxygen by mass in the compound that contains 

 Oxygen found in the product.  

Your Answer: 4​ 5.1

Atomic Structure and The Periodic Table 

 

 
 

 

 
 
 

History of the Atom  
Link: ​https://www.youtube.com/watch?v=NSAgLvKOPLQ&t=490s 
Link2:  

a. John Dalton 
i. Dalton created his own theory 
ii. Atoms are invisible, indestructible, and ​different atoms form together to 
create all matter 
iii. all atoms of a certain element were identical 

iv. atoms of one element will have different weights and properties than atoms 
of another element 

v. atoms cannot be created or destroyed 
vi. matter is formed by atoms combining in simple whole numbers. 

 
b. Thomson - V​ ideo 

i. discovered the electron in 1897 
ii. proved that atoms actually can be divided 
iii. determine the existence of the negatively charged particles by studying 

properties of electric discharge in cathode-ray tubes 
iv. Thomson's model of the atom included a large number of electrons 

suspended in something that produced a positive charge giving the atom an 
overall neutral charge 

 
c. Rutherford 

i. next scientist to further modify and progress the atomic model 
ii. He studied under Thomson 
iii. In 1911, Rutherford published his version of the atom, which included a 

positively charged nucleus that is orbited by electrons. 
iv. His assistants and Rutherford fired alpha particles at very thin sheets of gold 

 

d. Bohr 
i. built upon Rutherford's model to include properties of electrons based on the 
hydrogen spectrum 
ii. first to discover that electrons travel in separate orbits around the nucleus 
iii. the number of electrons in the outer orbit determines the properties of an 
element 

iv. According to his liquid droplet theory, a liquid drop provides an accurate 
representation of an atom's nucleus. 

v. The basis of early quantum theory, explains that regardless of how one views 
an electron, all understanding of its properties must be rooted in empirical 
measurement. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Structure of the Atom 
Video 
Video2 
a. Nucleus 
i. Dictionary Definition:​ the central and most important part of an object, 
movement, or group, forming the basis for its activity and growth 
ii. Acts like brain of cell 
iii. helps control eating, movement, and reproduction 
b. Protons 
i. Dictionary Definition:​ a positively charged elementary particle that is a 
fundamental constituent of all atomic nuclei 
ii. number of protons in an atom defines what element it is 
iii. number of protons in an atom is referred to as the atomic number of 
that element 
c. Neutrons 
i. Dictionary Definition:​ a subatomic particle of about the same mass as 
a proton but without an electric charge, present in all atomic nuclei 
except those of ordinary hydrogen 
ii. used as a comparison to find the relative mass of protons and 
electrons  
iii. are uncharged particles found within all atomic nuclei 
d. Electrons 
i. Dictionary Definition:​ a stable subatomic particle with a charge of 
negative electricity, found in all atoms and acting as the primary carrier 
of electricity in solids 
ii. have a negative charge and are electrically attracted to the positively 
charged protons 
iii. surround the atomic nucleus in pathways called orbitals 

 
e. Atomic Mass 

i. Dictionary Definition:​ the mass of an atom of a chemical element 
expressed in atomic mass units 

ii. the average mass of atoms of an element 

iii. calculated using the relative abundance of isotopes 
f. Charge 

i. Dictionary Definition:​ In physics, charge, also known as electric 
charge, electrical charge, or electrostatic charge and symbolized q, is 
a characteristic of a unit of matter that expresses the extent to which it 
has more or fewer electrons than protons 

ii. In an atom of matter, electrical charge occurs whenever the number of 
protons in the nucleus is different than the number of electrons 
surrounding the nucleus 

iii. Equal and opposite charges  

 
g. Valence Electrons 

i. Dictionary Definition:​ an electron of an atom, located in the outermost 
shell (valence shell) of the atom, that can be transferred to or shared 
with another atom 

ii. They can be gained or lost in a chemical reaction  
iii. You can determine the number of valence electrons an atom can have 

by looking at its Group in the periodic table 

 
***Use models to explain the difference between: 
Sodium Chloride​ and ​Magnesium Chloride​ or ​Sodium sulfide​ and C​ alcium Sulfide 
 

NaCl and MgCჲ2 

 
 
 
 
 
 

The Difference Between Sodium 
Chloride and Magnesium Chloride 

https://www.oxycalciumchloride.com/sidewalk-ice-melting/effective-ice-melting/how-to
-melt-ice-effectively/choosing-the-right-deicer  

❏ Sodium chloride is rock salt while magnesium chloride is a hexahydrate salt 
❏ Sodium chloride has a lowest effective temperature of +20℉ (-7℃) while 

magnesium chloride has a lowest effective temperature of -25℉ (-32℃) 
❏ Sodium Chloride has one chlorine atom while magnesium chloride has two 

chlorine atoms because magnesium loses two electrons each 
❏ But, chlorine atoms only gain one electron because the sodium only had one 

to give up 
❏ So, the two magnesium electrons are transferred into the chlorine atoms 
❏ Sodium chloride, or rock salt, is endothermic and magnesium chloride is a 

hygroscopic material  

 
Isotopes  

Link: h​ ttps://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass 
a. Provide Example 

 
 

b. How are they used by Scientists? 
i. Isotopes differ in the 

stability of their nucleus 
ii. Measuring the speed of 

decay allows scientists to date 
archaeological finds, and even the 
universe itself 

iii. Stable isotopes can be 
used to give a record of climate change 

iv. Isotopes are also 
commonly used in medical imaging and 
cancer treatment 
 
c. What are Isotopes?  
i. Isotopes are atoms with the same number of protons, but different numbers 
of neutrons  
ii. They have different atomic weights 
iii. Isotopes are different forms of a single element 
 
 
 
 
 
 
 
Families of the Periodic Table  

a. Describe the life of Mendeleev and how he created the Periodic Table. 
i. Russian chemist Dmitri Mendeleyev discovered the periodic law and created 
the periodic table of elements. 
ii. attended the Main Pedagogical Institute in St. Petersburg and graduated in 
1855 
iii. Mendeleyev taught first at the St. Petersburg Technological Institute and then 
at the University of St. Petersburg, where he remained through 1890 

iv. arranged the elements known at the time in order of relative atomic mass, 
v. he predicted the properties of an undiscovered element that should fit below 

aluminium in his table 
vi. Mendeleev put the elements in order of their relative atomic mass 

 

b. What makes the elements the similar in each family? 
i. They have the same number of valence electrons and are similar chemical 
properties 
ii. They have identical number of electrons in their outermost shell 

c. What are some trends in the Periodic Table? 
i. Major periodic trends include: electronegativity ,ionization energy, electron 
affinity, atomic radius, melting point, and metallic character 
ii. These trends exist because of the similar atomic structure of the elements 
within their respective group families or periods, and because of the periodic 
nature of the elements 

 

a. Alkali Metals 
i. All are +1  
ii. All are in the first column of the periodic table  

b. Alkaline Earth Metals 
i. found in the second group of the periodic table 
ii. All are +2 
iii. not found free in nature 

c. Halogens 
i. All are -1 

ii. Halogen means salt-former  
iii. Halogens exist in solid, liquid, and gas  
d. Noble Gases 
i. All are 0 
ii. All have the maximum number of electrons possible in their outer shell 
iii. considered to be inert gases until the 1960's 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Choose an article to read from site and summarize: 

https://www.livescience.com/37206-atom-definition.html 
https://www.livescience.com/61490-chunk-of-north-america-in-australia.html​ - link to site  

1.7-Billion-Year-Old Chunk of North America Found 

Sticking to Australia 

 
1.7 billion years ago part of Australia was attached to North America, geologists 

found. Researchers examined rocks from the Georgetown region in Queensland, Australia. 
They found sandstone sedimentary rocks that looked like rocks found in Canada, not 
Australia. In addition, the researchers found that this land mass broke away from North 
America and then collided with Australia 100 million years later. The continents have shifted 
throughout Earth’s 4 billion year history and formed supercontinents, which then drifted 
away. One way of forming mountain ranges is by land masses colliding. Researchers found 
evidence of mountain ranges forming when Georgetown collided with the rest of Australia.  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Works Cited 

Gannon, Megan. “1.7-Billion-Year-Old Chunk of North America Found Sticking to 
Australia.” ​LiveScience,​ Purch, 22 Jan. 2018, 
www.livescience.com/61490-chunk-of-north-america-in-australia.html​. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Isotopes 

How do these word problems relate to the M&M Lab?  

 
The word problem about the element Rubidium relates to the M&M Lab in 

many ways. One of the ways is that they both contain two isotopes with a percent 
abundance and average mass. The M&M Lab had one isotope as a plain M&M and 
another isotope as a pretzel M&M. There were 31 more regular M&M’s than the 
pretzel M&M’s. The average mass of the plain M&M’s was 0.93 and the average 
mass for the pretzel M&M’s was 2.39. The total average atomic mass came out to be 
1.18 which is closer to the plain M&M’s mass of 0.93. To find the average atomic 
mass for the M&M’s, we multiplied the plain M&M’s average mass to its percentage 
abundance. For Rubidium, there were two isotopes. The first isotope has a mass of 
85 and the second isotope has a mass of 87. The abundance of Rubidium 85 is 72.2% 
and the abundance of Rubidium 87 is 27.8%. We divided (moved the decimal point 
over) 72.2 and 27.8 by 100 to get the decimal. We, then, multiplied the isotope 
number (85 and 87) by the decimals we got (0.722 and 0.278) to get 61.37 and 24.19. 
After that we added them together to get 85.56 which is the same as the actual 
atomic mass of Rubidium.  

 

 

 

 

Isotope - Radiometric Dating 

Directions:​ Use the following Isotopes and decay rates to determine the age of the fossils in the 
room. 

 
Isotope #1: 
 

Years  % Remaining 

0  100 

2800  50 

5600  25 

8400  12.5 

11,200  6.25 

14,000  3.125 

16,800  1.56 

19,600  0.78 

22,400  0.39 

25,200  0.19 

28,000  0.095 

30,800  0 

 

 
Isotope #2: 

 

Years  % Remaining 
(millions) 

0  100 

3.2  50 

6.4  25 

9.6  12.5 

12.8  6.25 

16  3.125 

19.2  1.56 

22.4  0.78 

25.6  0.39 

28.8  0.19 

32  0.095 

35.2  0 
 

 

 
 
 
Questions: 

1. How old is each fossil if there is 29% remaining? 

a. Isotope 1: about 5,000 years 
b. Isotope 2: about 6 million years  
2. How old is each fossil if there is 46%? 
a. Isotope 1: about 4,000 years  
b. Isotope 2: about 4 million years  
3. How much of Isotope #1 is remaining if the fossil is 8000 years old? 
a. About 11% remaining  
4. How much of Cabrerianite is remaining if the fossil is 11,000 years old? 
a. About 7% remaining  
5. How old is each fossil if there is 23% remaining of both isotopes? 
a. Isotope 1: about 6,000 years  
b. Isotope 2: about 7 million years  
 
 
 

Fossil  % remaining  Isotope #1  Isotope #2 

About 5,000  About 5 million 

Fossil A  32% remaining  years old  years old  

About 8,000  About 8 million 

Fossil B  18% remaining  years old  years old 

Fossil C  About 2,000  About 2 million 
75% remaining  years old   years old 

65%  About 2,500  About 2.5 million 
remaining 
Fossil D  years old  years old 

20%  About 7,000  About 7 million 
remaining 
Fossil E  years old  years old 

About 4,000  About 4 million 

Fossil F  42% remaining  years old  years old 

 
 

 

 

 

 

 

 

 

 

 

 

 

Average Atomic Mass Practice Problems 

 

1. Calculate the atomic mass of lead. The four lead isotopes have atomic masses and 

relative abundances of 203.973 amu (1.4%), 205.974 amu (24.1%), 206.976 amu (22.1%) and 

207.977 amu (52.4%).  

How many neutrons would each isotope have in its nucleus? 

 

 

2. Calculate the average atomic mass of sulfur if 95.00% of all sulfur atoms have a mass of 

31.972 amu, 0.76% has a mass of 32.971amu and 4.22% have a mass of 33.967amu. 

How many neutrons would each isotope have in its nucleus? 

 

 

 

 

 

 

 

 

 

QUIZ:​ Isotopes 

Name: Avery DePodesta Date: February 6, 2018 

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

 

​Isotope A 

Years  Percent Isotope 

0  100 

5730  50 

11,460  25 

17,190  12.5 

22,920  6.25