BlScience Portfolio

Science
Portfolio

2017-2018
Faith Weller

Scientific Method

1. Scientific Discoveries Presentation

1. QUIZ: Scientific Method

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

How does the amount of caffeine a person has affect how alert they are while
playing a video game?

Hypothesis

If a person is given 30 g of caffeine, then they will have a higher score in the
video game.

Independent Variable

No caffeine 10 grams of 20 grams of 30 grams of
caffeine caffeine caffeine

Dependent Variable
Their score on the video game

Constants (Pick 2)
The same difficulty of the video game The same location (Concentration)

(Level)

Control
The group that was given no caffeine

Basic Procedures:

(List 5-8 steps)

- Gave 25 person 10 g of caffeine
- Gave another 25 people 20 g of caffeine
- Gave another 25 people 30 g of caffeine
- Gave another 25 people no caffeine
- Set up all 100 players on the same video game, same level, same

difficulty, same location
- At the end of the game, wrote down all 4 scores and put into data table

Data Table: (Place data table here)

Amount of Caffeine Scores on the Game
Group with no Caffeine: 25% got 200 points
Group with 10 g of Caffeine: 25% got 450 points
Group with 20 g of Caffeine: 25% got 500 points
Group with 30 g of Caffeine: 25% got 600 points

Graph: (Place graph here)

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion

For my experiment, ​my ​hypothesis was if a person was given 30 g of
caffeine then they will have a higher score in the video game. We believe that
the more caffeine we give people, the more energy they will have. So, I gave 25
people no caffeine, 25 people 10 grams of caffeine, 25 people 20 grams of
caffeine, and gave 25 people 30 grams of caffeine. We set the 100 people in the
same location playing the same video game. We wanted to see which group
would score the most points based on how much caffeine we gave them. As a
result of this, the group who we gave no caffeine to did the worst as each
person only scored around 200 points. The group who we gave the most
caffeine to, (30 grams) did the best as each person scored around 600 points.
As you can see, my hypothesis was correct based on the results/data from the
experiment. However, I think to improve this experiment, is next time I am

going to add 2 different trials instead of just one trial. In conclusion, the more
caffeine you give someone the more alert they will be.

2. Reflection
During science, we learned about the scientific method. The

scientific method is “a​ method of procedure that has characterized natural
science since the 17th century, consisting in systematic observation,
measurement, and experiment, and the formulation, testing, and modification
of hypotheses.” We learned what an independent variable was. An independent
variable is a variable in an experiment that does not depend on any other
variable. An dependent variable is a variable in an experiment that depends on
any other variable. We also learned about constants and controls. A constant
is a variable in an experiment that does not change. A control is a variable in
an experiment that you are measuring or taking notes on.

Density

Density Lab Report

Name: Faith Weller
Class: S4
Teacher: Lopez
Date: Sept. 28, 2017

Investigation Title: Density of Different Metals

I. Investigation Design
A. Problem Statement:
How can density be used to identify unknown metals

B. Hypothesis:

If density is known then unknown metals can be correctly identified b/c
every metal has its own specific density

C. Independent Variable: x
Levels of IV

copper bronze aluminum zinc brass tin

D. Dependent Variable:y
Density (g/cm3)

E. Constants:

Volume of water balance procedures

F. Control:

Water- the density of water is 1 g/mm3.
G. Materials: (List with numbers)
1. Triple-beam balance
2. Graduated cylinder
3. Beaker
4. 50 mL of water
5. Unknown metals
6. Calculator

H. Procedures: (List with numbers and details)
1. Put the metal on the triple balance (any type of metal)
2. Measure the metal and make sure the 2 lines are lined up
3. Fill 1 tube with 50 mL of water
4. Place the metal inside the graduated cylinder
5. Look and see where the water is measuring up to
6. Subtract the volume of the water after and before (Gets volume of
object)
7. Divide the mass and the volume of the object to get the density (D= M/V)

II. Data Collection
A. Qualitative Observations:
1. Small Cylinder, looks like copper
Metal: Copper

2. Small Cylinder, color of a silvery metal
Metal: Tin

3. Cube, heavy, copper color
Metal: Bronze

4. Rectangular Prism, gold color

Metal: Brass (Alley)

5. Small Cylinder, color of a silvery metal
Metal: Zinc

6. Long Cylinder, color of a silvery metal
Metal: Aluminum

7. Rectangular Prism, copper color, a little lengthier than #4
Metal: Copper

8. Rectangular Prism, color of a silvery metal, not heavy
Metal: Aluminum

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

Object Volume Volume Volume Density
A Mass (g) Before (mL) After (mL) Object (g/cm3)
F (cm3)
C
G 67.9 50 57.5 7.5 9.05

28.9 50 54 4 7.23

72.1 50 58 8 9.01

21.7 50 58.5 8.5 2.55

H 29.4 50 61 11 2.69

B 266.7 50 4.5 59.27

D 28.4 50 53 3 9.47

E 29.1 50 54 4 7.28
Unknown Volume Density
Objects Volume Volume (g/cm3)
Mass (g) Before
After Object

3 267.3 50 4.5 59.4

1 29 50 53 3 9.67

5 29.4 50 54 4 7.35

4 68.6 50 58 8 8.58

7 72.8 50 58 8 9.1

6 29.9 50 61 11 2.72

2 29.2 50 54 4 7.3

8 22.4 50 58 8 2.8

2. Graph

3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3

D = 9 g/cm​3

BRONZE
D= m/v
D= 267.3 g/ 4.5 cm3
D= 59.4 g/cm3

COPPER
D= m/v
D= 29 g/ 3 cm3
D= 9.67 g/cm3

TIN
D= m/v
D= 29.2 g/ 4 cm3

D= 7.3 g/cm3

III. Data Analysis/Conclusion

In our most recent experiment, we had to find the density of unknown
metals. My hypothesis for this experiment was if density is known then
unknown metals can be correctly identified because every metal has it’s own
specific density. My hypothesis was correct because after we conducted the
experiment, we were able to identify the different metals to the specific
density. Bronze had the most amount of density, 58 cm3. While, aluminum
had the least amount of density, 2.69 cm3. We started out the experiment by
gathering all of our materials, weighing the metals on the triple balance,
recording the mass of the metal. Next, we filled the graduated cylinder with 50
mL of water and carefully placed the metal in the graduated cylinder. After
this, we measured the difference of the volume, before and after. This
experiment showed that if density is known then we can correctly identify
unknown metals because every metal has its own specific density.

IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?

Density relates to Plate Tectonics because the force behind the plate
tectonics is buoyancy. (Buoyancy is the ability of objects to float in the water
or air.) Buoyancy becomes from density differences. In the mantle of the Earth,
density differences vary in temperature. In the warmer areas, it expands and
becomes less dense, meaning more buoyant. As a result of this, it rises. As you
can see, density is related to plate tectonics in many different ways.

V. References and Citations
● 2 or 3 web links

● Resource #2
● Resource #1

Questions that I have about the Earth and Density:
- Is there density in outer space?

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?

Density relates to Plate Tectonics because the force behind the
plate tectonics is buoyancy. (Buoyancy is the ability of objects to float in
the water or air.) Buoyancy becomes from density differences. In the
mantle of the Earth, density differences vary in temperature. In the
warmer areas, it expands and becomes less dense, meaning more
buoyant. As a result of this, it rises. As you can see, density is related to
plate tectonics in many different ways.

2. How does density relate to Land/Sea Breezes?
Density relates to land/sea breezes because the land breeze is

much weaker than the sea breeze. The air flows back toward the land
from high pressure to low pressure. Once the air is back over the land,
the air cools and starts to increase in density. It also sinks causing an
increase in high pressure as well as high density.

3. How does Bone Density affect the health of a person?
Bone Density affects the health of a person because there is a

disease call osteoporosis that leads to fractures and breaks due to the
loss of bone mass and strength. This shows that, you want to have good
bone density so your bones can become stronger everyday.

*Density Calculations
Density Word Problems

Reflection on Density

One of our science topics were density. Density can be described as how
close together the molecules of a substance are or how much mass a
substance has. One of the assignments we did in this unit was a density lab
report. In the density lab report we had to identify the problem statement,
hypothesis, independent variable, dependant variable, constants and the
control of our most recent investigation. (Density of Different Metals.) I also
learned how to find the density, mass and volume of different metals using a
math equation. In conclusion, I have learned a lot of different information
during this science unit.

3. ​Phase Changes of Water

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

Graph:

Critical Thinking Questions:
1. When did the temperatures stay the same on the graph? Why did the

temperatures stay the same at 2 points during the lab?
The temperatures stayed the same on the graph because when the

object stayed a solid. (time min. -0 and temp C - 0)
2. How would the graph be different if we tried this experiment with Gold?

Explain:
The graph would be different if we tried this experiment with Gold

because the gold would turn into
3. What is the role of energy during the phase changes?

The role of energy during the phase changes is to turn the objects into a
liquid and a gas.
4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.

The experiment started out as a liquid, which the molecules were close
but still had space to move around. We ended up having gas in the
experiment which made the molecules be very fewer than the liquid

molecules. Also, they had a lot more space to move round than the liquid
molecules did.
5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)

The Average Kinetic Energy changes throughout the experiment by
increasing in temperature which affects the speed of the gas molecules.
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: The ice has turned to a liquid and now boiling
into a steam/gas.
A. Heat Energy
B. Temperature
C. Average Kinetic Energy
D. Specific Heat
E. Latent Heat (Define it)

Phase Changes of Matter

Calculate Heat Energy: * SH
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization
Data Table:

Metal Mas Heat Melting Boilin Heat of Specifi Heat
s of Pt.​ (C) g Pt. Vaporizati c Heat Energy
Fusion (C) on (cal/gC (cal)
(cal/g) (cal/g) )

Water 65 g 80 0 100 540 1 46,800 cal

Aluminu 65 g 95 660 2467 2500 0.21 193,340.55
m cal

Gold 65 g 15 1063 2800 377 0.03 28,867.15
cal

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

Heat = Mass * Heat of Fusion
Heat = 65g * 95 cal/g
Heat= 6,175 cal

Heat = Mass * Change in Temp. * SH
Heat = 65g * 1,807c * 0.21 cal/g C
Heat = 24,665.55 cal

Heat = Mass * Heat of Vaporization

Heat = 65g * 2,500 cal
Heat = 162,500 cal
Total: 193,340.55 cal

B. Gold
Heat = Mass * Heat of Fusion
Heat = 65g * 15 cal/g
Heat = 975 cal
Heat = Mass * Change in Temp. * SH
Heat = 65g * 1,737c * 0.03 cal/gC
Heat = 3,387.15 cal
Heat = Mass * Heat of Vaporization
Heat = 65g * 17 377 cal/g
Heat = 24,505 cal
Total: 28,867.15 cal

C. Water

Heat = Mass * Heat of Fusion
Heat = 65g * 80 cal/g
Heat = 5,200 cal

Heat = Mass * Change in Temp * SH
Heat = 65g * 100C * 1
Heat = 6,500gC

Heat = Mass * Heat of Vaporization
Heat = 65g * 540 cal/g
Heat = 35,100 cal

Total: 46,800 cal

Phase Changes Quiz

QUIZ: Phase Changes 2017

Calculate Heat Energy:

Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
Heat = Mass * Heat of Vaporization
Data Table:

Metal Mass Heat of Melting Boiling Heat of Specific Heat Energy
Fusion Pt.​ (C) Pt. ​(C) Vaporization Heat (cal)
(cal/g) (cal/gC)
(cal/g)

Water 37 g 80 0 100 540 1 26,640 cal
Silver 37 g 26 961 2212 2356 0.057
90,772.359
cal

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

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

Heat = Mass * Heat of Fusion
Heat = 37 g * 80 cal/g
Heat = 2,960 cal

Heat = Mass * Change in temperature * SH
Heat = 37 g * 100 C * 1 cal/gC
Heat = 3,700 cal

Heat = Mass * Heat of Vaporization
Heat = 37 g * 540 cal/g
Heat = 19,980 cal

TOTAL: 26,640 cal

Scientific Notation: 2.664 cal * ​10​ ​4

B. Silver

Heat = Mass * Heat of Fusion
Heat = 37 g * 26 cal/g
Heat = 962 cal

Heat = Mass * Change in temperature * SH
Heat = 37 g * 1,251 C * 0.057 cal/gC
Heat = 2,638.359 cal

Heat = Mass * Heat of Vaporization

Heat = 37 g * 2,356 cal/g
Heat = 87,172 cal
TOTAL: 90,772.359 cal

Scientific Notation:​ ​9.0772359 cal * 1​0​4

Graph your Results:

Writing (_____ out of 4)
Questions:

1. How are Heat and Temperature different for the following pictures of​ b​ oiling​ w​ ater?

Explain:​ (Hint: Use the Heat equation)
Heat and temperature are different for the following pictures of boiling water

because heat is the amount of kinetic molecules in a substance, while temperature is how
hot or how cold a substance can get/feel. The heat would be different for the pictures of
boiling water because there is more water in the big body of water, (the picture on the left) so
their would be a difference in the mass. In the beaker, there might only be 35 g of water in it
so, the total heat of energy would be smaller compared to the body of water.

Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature * SH
Heat = Mass * Heat of Vaporization

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

No, it would not possible for there to be solid oxygen on another planet. I think
this because on the planet mars, it can go down to -125℃. However, the oxygen melting
point is -218 C and the oxygen boiling point is -183 C. So, it is not possible to have solid
oxygen on another planet such as mars because there is a difference between the
temperatures.

Phase Changes of Matter Reflection:

In our most recent science unit, I learned about phase changes of
matter. In the beginning of the unit, we started with calculating heat energy. To
calculate heat energy, there are three different math equations that we would
have to fill out. This is an example of the work we would have had to do.

H​ eat Energy:​ * SH

Apply the following Equations: Boilin
Heat = Mass * Heat of Fusion g Pt.
Heat = Mass * Change in Temperature (C)
Heat = Mass * Heat of Vaporization
Data Table:

Metal Mas Heat Melting Heat of Specifi Heat
s of Pt.​ (C) Vaporizati c Heat Energy
Fusion on (cal/gC (cal)
(cal/g) (cal/g) )

Water 65 g 80 0 100 540 1 46,800 cal

Aluminu 65 g 95 660 2467 2500 0.21 193,340.55
m cal

Gold 65 g 15 1063 2800 377 0.03 28,867.15
cal

This shows that we would have to use the information from the graph to figure
out the heat energy of that specific metal. We then had the phase changes
quiz. We had to calculate the heat energy of the metal given and show our
work. We also had to use scientific notation. Scientific notation was confusing
for me in the beginning. However, I slowly started to understand how to use it.

In addition, after I calculated the heat energy, we had to put the information
into a graph. After that, we had to answer 2 short answer questions. In
conclusion, phase changes of matter was difficult for me to understand, but I
finally understand how to use it.

Candy Lab

Mass of candy with bowl: 43.9 g
Mass of bowl: 2.4 g
Mass of candy alone: 41.5 g

Mass of Skittles with bowl: 14.5 g

Mass of Skittles alone: 12.1 g

12.1g = 12.1 ÷ 41.5 = 0.292 = 29.2%
41.5g

Mass of M and Ms with bowl: 14.9 g
Mass of M and Ms alone: 12.5 g
12.5 g/ 41.5g
0.3012 = 30.12 = 30.1 %

Mass of Peanut M&M's with bowl: 9.1 g
Mass of Peanut M&M's alone: 6.7 g
6.7 g/ 41.5 g * 100 = ​16.1%
16.1%=16.1%

Mass of Marshmallows with bowl: 12.6 g
Mass of Marshmallows alone: 10.2

10.2 =​24.6%
41.5



Classifying Matter Quiz

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

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

Heat = Mass * Heat of Fusion
Heat = 37 g * 80 cal/g
Heat = 2,960 cal

Heat = Mass * Change in temperature * SH
Heat = 37 g * 100 C * 1 cal/gC
Heat = 3,700 cal

Heat = Mass * Heat of Vaporization
Heat = 37 g * 540 cal/g
Heat = 19,980 cal

TOTAL: 26,640 cal

Scientific Notation: 2.664 cal * ​10​ 4​

B. Silver

Heat = Mass * Heat of Fusion

Heat = 37 g * 26 cal/g
Heat = 962 cal

Heat = Mass * Change in temperature * SH
Heat = 37 g * 1,251 C * 0.057 cal/gC
Heat = 2,638.359 cal

Heat = Mass * Heat of Vaporization
Heat = 37 g * 2,356 cal/g
Heat = 87,172 cal

TOTAL: 90,772.359 cal

Scientific Notation:​ 9​ .0772359 cal * 10​ ​4

Graph your Results:

Phase Changes of Matter Reflection:
In our most recent science unit, I learned about phase changes of

matter. In the beginning of the unit, we started with calculating heat energy. To
calculate heat energy, there are three different math equations that we would
have to fill out. This is an example of the work we would have to do.

Calculate Heat Energy: * SH
Apply the following Equations:
Heat = Mass * Heat of Fusion
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization
Data Table:

Metal Mas Heat Melting Boilin Heat of Specifi Heat
s of Pt.​ (C) g Pt. Vaporizati c Heat Energy
Fusion (C) on (cal/gC (cal)
(cal/g) (cal/g) )

Water 65 g 80 0 100 540 1 46,800 cal

Aluminu 65 g 95 660 2467 2500 0.21 193,340.55
m cal

Gold 65 g 15 1063 2800 377 0.03 28,867.15
cal

This shows that we would have to use the information from the graph to figure
out the heat energy of that specific metal. We then had the phase changes
quiz. We had to calculate the heat energy of the metal given and show our
work. We also had to use scientific notation. Scientific notation was confusing
for me in the beginning. However, I slowly started to understand how to use it.
In addition, after I calculated the heat energy, we had to put the information
into a graph. After that, we had to answer 2 short answer questions. In
conclusion, phase changes of matter was difficult for me to understand, but I
finally understand how to use it.

Classifying Matter Quiz

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:

II. Heterogeneous

III. Homogeneous

IV. Element

V. Compound

Column A Column B

Salad A

Copper C

Lemonade B
Rocks, sand, gravel D
Salt Water B
Gold C
Sodium Chloride (​ NaCl) C
Air (Oxygen, nitrogen, carbon monoxide…) B
K2​ S​ O4​ D
Twix, snickers, pretzels, popcorn in a bag A

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

Mixture A Mass (g) %

Large Rocks 125 52%

Small Rocks 75 31%

Coarse Sand 32 13%

Iron 9 4%

Mixture B Mass (g) %
Large Rocks 205 53%
Small Rocks 58 15%
Coarse Sand 97 25%
Iron 29 8%

Calculation Examples (​ Provide 2 Examples showing how you determined the Mass %)
Large Rocks

205 + 58 + 97 + 29 = 389

205 ​÷ 389 = 0.526 = 53%
Small Rocks

205 + 58 + 97 + 29 = 389

58 ÷​ 389 = 0.149 = 15%

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) 39.1 = 78.2/270.6 = 29%

S(4) 32.1 = 128.4/270.6 = 47%

O(4) 16 = + 64/270.6 = 24%
--------
270.6

Na​3P​ O4​ ​ - Sodium Phosphate
(Show Math Here)

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

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

O(4) 16 = + 64/257 = 25%
------
257

Graphs:

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

charts.
A mixture is a new substance made by mixing together different substances. For

example, if you stick your hand inside a box filled with rocks, sand, pebbles, etc, you are
going to grab a mixture of items. Another example is that a salad is always going to be
different. A compound is something that is composed of two or more different elements.
These two seem alike, however, they are different. Different examples of a compound is salt,
water, etc.

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

To separate the salt from the sand we folded up a coffee filter and put it into a funnel.
We then took a dropper and dropped water all around the edges of the coffee filter so it
would stick to the funnel. We then poured the sand into the folded coffee filter and poured
water on top of the sand. The water and the salt then fell through the funnel into a beaker.
Since we just wanted to have the salt alone, we put the beaker filled with water and the salt
onto a hot plate. While it was on the hot plate, the water started to evaporate. In the end, only
the salt was in the beaker.

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

Salt Solubility Data*

Salt Name Chemical Temp
Formula eratur
e (​○​C)

0 10 20 30 40 50 60 70 80 90 100

Ammoniu NH​4​Cl 29.4 33. 37.2 45.8 55.2 65.6 77.3
m Chloride 3

Potassium KNO​3 13.9 21. 31.6 45.3 61.4 83.5 106.
Nitrate 2 0

Sodium NaNO3​ 73 87.6 102 122 148 180
Nitrate

Barium Ba(OH)2​ 1.67 3.89 8.22 20.9 101.4
Hydroxide 4

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

Lithium LiCl 69.2 83.5 89.8 98.4 112 128
Chloride

Potassium K2​ S​ O​4 7.4 9.3 11.1 13.0 14.8 16.5 18.2 19. 21.4 22.9 24.1
Sulfate 8

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

Copper (II) CuSO​4 14.3 17.4 20.7 24.2 28.7 33.8 40.0 47. 56.0 67.5 80.0
0
Sulfate
(A​ nhydrous​)

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.

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
temperatures. Can you find any exceptions on the

graph?​____________________

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

At 30°C approximately 10g of KClO3​ ​ will dissolve in 100g of water. If the temperature is
increased to 80°C, 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 ​at 70°C
b. NaCl at 100°C
c. NH​4​Cl at 90°C=

2) Types of Solutions

On a solubility curve, the lines indicate the concentration of a _​ _________________ solution​ - the
maximum amount of solute that will dissolve at that specific temperature.

Values on the graph ____________ a curve represent ​unsaturated 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 solute can dissolve in the
NaNO3​ ​ at 30°C (in 100 mL H2​ ​O) solution?

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

a solution that contains 20g of KClO​3
at 50°C (in 100 mL H2​ ​O)

a solution that contains 70g of KI at
0°C (in 100 mL H2​ O​ )

Homework – Use the Solubility Graphs on Page 1

Law of Conservation of Mass Presentation
Due: N​ ext Thursday 12/14

Directions:​ Your group must think of a company that needs a special compound that is
Insoluble for their new product. You will need to show how to create that compound in a
balanced chemical reaction. Please follow the below requirements:

1. Explain the Law of Conservation of Mass
2. Provide examples of the 5 types of chemical reactions.
3. Provide name of company
4. Discuss the solubility rules chart and how you used it.
5. Provide a video link that explains one concept in your presentation.
6. Provide the balanced chemical reaction that produces your compound.
7. Find the Mass% of the elements in your compound.
8. How will the compound be used by your company?

Solubility Rules Chart

Solubility Rules for Ionic Compounds

Compounds Solubility Exceptions

Salts of alkali metals and Soluble Some lithium compounds

ammonia

Nitrate salts and chlorate Soluble Few exceptions

salts

Sulfate salts Soluble Compounds of Pb, Ag, Hg, Ba,

Sr, and Ca

Chloride salts Soluble Compounds of Ag, and some

compounds of Hg and Pb

Carbonates, phosphates, Most are I​ nsoluble Compounds of the alkali

chromates, sulfides, and metals and ammonia

hydroxides

Polyatomic Ion Chart

Type 1 Ions

ION NAME
Zn​+2 Zinc
Ag+​ Silver

Type II Ions NAME ION NAME
ION Iron (III) Sn+​ 4 Tin (IV)
Fe​+3

Fe+​ 2 Iron (II) Sn​+2 Tin (II)
Cu​+2 Copper (II) Pb​+4 Lead (IV)
Cu​+ Copper (I) Pb+​ 2 Lead (II)
Co+​ 3 Cobalt (III) Hg​+2 Mercury (II)
Co​+2 Cobalt (II) Hg2​ ​+2 Mercury (I)

Polyatomic Ions NAME ION NAME
ION Ammonium CO​3-2 Carbonate
NH4​ +1 HCO3​ -​ 1 Hydrogen carbonate
NO2​ -​ 1 Nitrite ClO​-1 Hypochlorite
NO​3​-1 Nitrate ClO2​ -​ 1
SO3​ ​-2 Sulfite ClO​3-1 Chlorite
SO​4-2 Sulfate ClO​4-​ 1 Chlorate
HSO4​ ​-1 Hydrogen sulfate C2​ ​H3​ ​O​2​-1 Perchlorate
OH-​ 1 Hydroxide MnO​4​-1 Acetate
CN-​ 1 Cyanide Cr2​ O​7-2 Permanganate
PO4​ -3 Phosphate CrO4​ ​-2 Dichromate
Hydrogen phosphate O​2​-2 Chromate
HPO​4-​ 2 Dihydrogen Peroxide
H​2P​ O​4-​ 1 phosphate

GENERALLY S​ OLUBLE SOLUBILITY RULES

Na+, K+, NH4​ +​ EXCEPTIONS
Chlorides (Cl​-​) No common exceptions
Insoluble: AgCl, Hg​2C​ l2​
Bromides (Br-​ ​) Soluble in HOT water: PbCl2​
Insoluble: AgBr, Hg​2B​ r​2,​ PbBr​2
Iodides (I-​ ​) Moderately soluble: HgBr​2
Sulfates (SO​4​ –​ 2​) Insoluble: many heavy METAL iodides
Insoluble: BaSO4​ ​, PbSO​4​, HgSO​4
Nitrates (NO3​ -​ ​) and Nitrites (NO2​ ​-​) Moderately soluble: CaSO​4​, SrSO​4,​ Ag​2S​ O4​
Chlorates (ClO3​ ​-​), perchlorates Moderately soluble: AgNO2​
(ClO​4-​ )​ , and permanganates Moderately soluble: KClO​4
(MnO4​ ​-​)
Acetates (CH3​ C​ OO-​ )​ Moderately soluble: AgCH​3C​ OO

Resources:
1. https://drive.google.com/a/cheshire.k12.ct.us/file/d/0B4RmhXJlHvo1Wm1rTnpJZEZ5U
Uk/view?usp=sharing
2. https://docs.google.com/document/d/1Fx-wzIZfzvfBFFW24I5_jbt0J6RZWpQoSLIBzCa
8jGI/edit?usp=sharing
3.

Anabel’s Notes
Decomposition
https://www.thoughtco.com/definition-of-decomposition-reaction-604995

● One reactant turns into two or more products
● 2KClO​3​->2KCl+3O2​
Synthesis
https://www.thoughtco.com/synthesis-reactions-and-examples-604033
● Two or more reactants turn into one more complex product
● 2K+Cl​2-​ >2KCl
Combustion
https://www.thoughtco.com/combustion-reactions-604030
● Contains carbon dioxide, CO​2,​ and water, H​2​O, in the product
● CH4​ +​ 2O​2-​ >CO2​ ​+2H​2​O
Double replacement
https://www.thoughtco.com/definition-of-double-replacement-reaction-605046
● The two reactants exchange ions with each other to form two new products
● AgNO3​ +​ NaCl->AgCl+NaNO​3
Single Replacement
https://www.thoughtco.com/definition-of-single-displacement-reaction-605662
● One ion is moved from one reactant to another to form two products
● Zn+2HCl->ZnCl2​ +​ H​2
http://www.chemicalland21.com/industrialchem/inorganic/COPPER%20CARBONATE.htm
https://socratic.org/questions/heating-cuco3-s-equation

Resources:
- https://kids.britannica.com/students/article/conservation-of-mass/599570

Video Link: ​https://www.youtube.com/watch?v=DVGaNxEM7M8

Faith’s Notes:

- States that mass cannot be created or destroyed in a chemical reaction
- The amount of mass cannot change

ATOMIC STRUCTURE PROJECT

Created By: Faith Weller

Atomic Structure Project
Portfolio

Due: Friday 1/19/18

Directions:​ Construct a flipbook that covers the following categories related to Atomic
Structure and its relationship to the Periodic Table

Reading:​ h​ ttps://www.livescience.com/37206-atom-definition.html
*Use this site for notes

✔1. Cover Page:​ Atomic Structure and Periodic Table ​

✔2. History of the Atom​ ​

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

a. Dalton
- September 6, 1766- July 27, 1844
- British Scientist
- mathematics and philosophy teacher at the New College in

Manchester
- When the college fell into financial problems, he became a

private tutor in Manchester
- Listed atomic weights for 6 different elements

b. Thomson -
- December 18, 1856 to August 30, 1940 (Manchester, England
- Died August 30 1940, Cambridge, United Kingdom
- English physicist (Field: atomic physics)
- Awarded the Nobel Prize in Physics in 1906 for discovery of the electron
- Went to Owens College at 14
- In 1906 he showed the hydrogen had only one electron per atom
- Concluded the electrons are parts of atoms

c. Rutherford-
- August 30, 1871 to October 19, 1937
- Born in New Zealand
- Considered to be the “father of nuclear physics”
- British physicist
- Went to University of New Zealand
- Invented a new type of radio receiver
- Awarded the research fellowship
- His work led him to identify radio waves from

over half a mile away

- Won a Nobel Prize for a “different line of research”

D. Bohr-
- October 7, 1885 to November 18, 1962
- Danish physicist and philosopher
- Best known for his contributions to the understanding of quantum physics and

atomic structure
- Went to Copenhagen University
- Conducted a series of experiments that improved on Lord Rayleigh’s model for

measuring a liquid’s surface tension
- Began research on what would become known as the Bohr model of the atom in 1911
- First to finish a model that showed electrons orbiting the nucleus of an atom
- Received Nobel Prize for Physics in 1922

✔3. Structure of the Atom ​

Video
Video2

a. Nucleus, protons, neutrons, electrons
Nucleus:

- Center of the atom is the nucleus
- Nucleus is made up of protons and neutrons

(neutrons don’t have a charge)
Electrons:

- Electrons spin and orbit the outside of the
nucleus

- Has a negative charge
- Electrons are attracted to the nucleus by the

positive charge of the protons
- Smaller than the neutrons and protons

Protons:
- Has a positive charge
- Located at the center of the atom in the nucleus

- Atoms always have the same number of electrons, protons and neutrons

b. Atomic Mass
- Same number of protons and neutrons in the atom

c. Charge
- Two type of electric charges: positive and negative

d. Valence Electrons
- An electron in an atom that can participate in a chemical bond

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

✔4. Isotopes ​

Link: h​ ttps://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
a. Provide Example
“Isotopes are atoms that have the same number of protons and

electrons, but a different number of neutrons. Changing the number of neutrons in an
atom does not change the element. Atoms of elements with different numbers of
neutrons are called "isotopes" of that element.”

Simplified Definition:
Isotopes are atoms that differ in the number

of neutrons but have the same amount of electrons
and protons.

b. How are they used by Scientists?
Isotopes are used by scientists by

- Stable isotopes can be used to give “a record” of climate change
- Isotopes can also be used in medical imaging
- Isotopes can also be used in different cancer treatments

5. Families of the Periodic Table
*Describe the life of Mendeleev and how he created the Periodic Table.

- Dmitri Mendeleev was born in Tobolsk, Russia on February 8, 1834
- Received an education in science in Russia and Germany
- Became professor and conducted research in chemistry
- Noticed recurring patterns between different groups of elements
- In 1869, he presented his discovery of the periodic law to the Russian Chemical

Society

a. Alkali Metals - “a​ ny of the elements lithium,
sodium, potassium, rubidium, cesium, and
francium, occupying Group IA (1) of the periodic
table. They are very reactive, electropositive,
monovalent metals forming strongly alkaline
hydroxides.”

b. Alkaline Earth Metals - “a​ ny of the elements beryllium, magnesium, calcium,
strontium, barium, and radium, occupying Group IIA (2) of the periodic table.
They are reactive, electropositive, divalent metals, and form basic oxides that
react with water to form comparatively insoluble hydroxides.”

c. Halogens - “a​ ny of the elements fluorine, chlorine, bromine, iodine, and
astatine, occupying group VIIA (17) of the periodic table. They are reactive
nonmetallic elements that form strongly acidic compounds with hydrogen,
from which simple salts can be made.”

d. Noble Gases - “a​ ny of the gaseous elements helium, neon, argon, krypton,
xenon, and radon, occupying Group 0 (18) of the periodic table. They were long
believed to be totally unreactive but compounds of xenon, krypton, and radon
are now known.”

✔6. Choose an article to read from site and summarize: ​

https://www.livescience.com/37206-atom-definition.html

“What is an Atom?”

Atoms are the basic units of matter of different elements. People thought that atoms
were the smallest things in the universe and could not be divided. However, we now know
that atoms are made up of 3 different particles: protons, neutrons, and electrons. Atoms
were first created after the discovery of the Big Bang 13.7 billion years ago. As the universe
started to cool down, it became a better environment for quarks and electrons to start
forming. The quarks started to form protons and neutrons which then came together to form
a nucleus. Surprisingly, this only took a few minutes. The first few atoms were most likely
hydrogen and helium. In conclusion, there are a lot of interesting facts about the atom and
the universe.