Intro to Energy

The main ideas we learned this past week were what happens when we heat ice to boiling, how to do LOL problems, and what the bubbles in boiling water are made of. These concepts go together and connect because they all involve energy. Some important details of the main ideas were the states of matter: solid, liquid, and gas. Some other important details were melting, freezing, evaporating, and condensing.

The Icy Hot Lab-
In the Icy Hot Lab the goal was to see what would happen when we heated ice cubes to boiling. We also wanted to find out at what exact temperature did the phases start to change. We had the idea that ice would start melting at about 0 degrees C and start boiling at 100 degrees C. The first step in the lab was to attach a temperature probe into the Logger Pro interface. Logger pro is a graphing software program that collected and graphed our data for us. Then Dr. Finnan came around with a cooler filled with ice and put a scoop of ice in each of our beakers. The beakers were sitting on a hot plate that was turned onto the hottest setting. We had to start swishing the probe back and forth in the ice in order to get an accurate reading. Once the temperature was no longer dropping we pressed start experiment on Logger Pro and it immediately started collecting data. We recorded in our journals the temperature when the ice started melting, all the ice had melted, and when the water had started to boil. The temperature when the ice started melting was -4.7 degrees C. The temperature when the ice completely melted was 14.4 degrees C. The temperature when the water began to boil was 97 degrees C. After the water has begun to boil you wait until the temperature has stabilized and then you end the experiment. When we looked at our graph we noticed that it flat lined during phase changes like melting and evaporating. We white boarded our findings and a particle diagram of the particles in different times during the experiment.

Another group's white board representation
and particle diagram

LOL Charts-
We use LOL Charts to find out what happens when something evaporates or to find the energy flow. We call the LOL chart an LOL chart because there is a graph on both sides and a circle in the middle and that literally looks like you spelled out LOL. To find the energy flow you have to first plug in the initial temperature and initial phase. Then, you fill out the final temperature and final phase. Then you add up your initial numbers and your final numbers. Lastly, you subtract final minus initial.

An example of an LOL chart

Bubbles in Boiling Water- 
As you probably already know, when you boil water bubbles start to form. And you probably already know that when water boils its turning into a gas and evaporates, but you probably didn't know that the little bubbles in water when its boiling are actually made of water vapor even though most people think the bubbles are made of air.

Reflection-
We came to know and understand the concepts of this week by doing experiments and work sheets. I still have questions about why we subtract final minus initial when doing LOL tables. My participation in the learning process in class this week was good. I would rate myself an 9 out of 10 on the ideas I talked about today. I could still work at little more on LOL tables because it has been a while since we did them and it would be nice to have a review. My ideas have changed because now I know that water doesn't boil and melt at exactly 100 and 0 degrees C.

Test Review and PVTn Tabels

     The main ideas we learned this week were how to answer pressure, volume, temperature, and number of particles word problems using PVTn tables. And, we reviewed all the things we did in Unit 2 for our exam. These relate because PVTn tables are going to be on the test, and PVTn tables help us practice how pressure, volume, temperature, and number of particles connect with each other for the test. One important detail is when doing a table you have to convert all Celsius temperatures into Kelvin. The reason we do that is because we can't measure gas with the Celsius scale because it doesn't use absolute zero as its 0 degrees. To practice for the test we made a white board representation of all the activities we did in Unit 2. We did several worksheets to practice PVTn tables.

PVTn tables-
We used these tables to answer problems that start by giving you P,V,T or n and we had to find the solution. In order to find the solution we had to determine how changing P,V,T, or n will affect our starting quantity. When doing this we kept in mind how P,V,T, n relate to each other and if their relationship is direct or inverse. Also we kept in mind to always change Celsius to Kelvin. To do that you have to add your temperature in Celsius to 273 Kelvin. Then we took the number we wanted to find out and multiplied it by the appropriate factor. To decide the appropriate factor you look at the up or down arrows in the affect box. The variables should cancel themselves out, and you should end up with the right one.

Example of a PVTn table

Test Review-

We made a white board representation to help practice for the test. On the white board we put the many experiments and activities we did. The first thing was a representation of the popcorn experiment. The popcorn experiment was an experiment that tried to prove that gas particles moved. Dr. Finnan opened a bag of popcorn in the corner of the room and we had to raise our hand when we smelled it. Another experiment was the dye experiment where we put dye in hot and cold water to see which moved faster. We also did the hotness meter where we essentially made our own thermometer and tested it in hot and cold water. We watched three videos about solids liquids and gasses and how there particles move. We blew a student up by having her sit on a bag and blowing air in the sides through straws, and lastly we popped a balloon and a popcorn bag by reducing the pressure on the outside.  

Our board

   We came to know and understand what we did this week through doing worksheets and doing white board activities. I sill have questions about why gas can't be measured in Celsius. I think my participation has been good this week. I would rate myself an 9 out of ten on the concepts we learned this week, so I don't need to work on anything in particular. My ideas have changed because now I know the material better.

Pressure

      The main ideas we learned this week are pressure, and how volume, the number of particles, and temperature affects pressure. These main ideas connect because over this past week we were using volume, number of particles, and temperature to see how they affected pressure. Some important details were learning how to use a gas pressure sensor and learning how to use a data analyzing and graphing software called Logger Pro. We did three experiments this past week all involving pressure. The first one was Pressure vs. Volume, then Pressure vs. Number of Particles, and lastly Pressure vs. Temperature.

Graphs of Pressure vs. Volume, Number of Particles, and Temperature 

Experiment 1- Pressure vs. Volume
The first thing that we did was attach the gas pressure sensor to the Logger Pro interface. Then we changed the Logger Pro settings to fit the experiment. Then we put the syringe that was attached to the gas pressure sensor at 10mL. Then we clicked the green run button, and the wheel button that marked the point on the graph. We then repeated this process four more times making sure to only move the syringe by 2mL between each reading. When taking the reading it was important that we held the plunger very steady in order to get a accurate reading. For this process my group had two people taking the reading. One person was holding it still and the other was working the computer. We learned that Volume negatively affects pressure.

Gas pressure sensor and syringe

Experiment 2- Pressure vs. Number of Particles
The first thing that we did was attach the gas pressure sensor to the Logger Pro interface and set up the Logger Pro graph options just like in the Pressure vs. Volume experiment. To start we put the syringe at 5mL and hit the run button and the wheel to record the data. We the moved the syringe to 7mL and pushed it back down to 5mL and recorded it. We the repeated the steps three more times only moving the syringe up by two each time and then pushing it back down to five. It is important that you take out the syringe when changing the volume and then put it back in before you push it down to 5mL. You can also do lower volumes and bring them back up to five. We learned that number of particles positively affects pressure.

Experiment 3- Pressure vs. Temperature
The first thing we did after setting up the experiments like the past ones was to put a stopper in a flask, then put the flask in a 600mL beaker. Then we put a temperature probe in the beaker. Then we clicked the wheel button and this gave us the temperature reading of room temperature. Then we added hot water into the beaker to get a reading. To get an accurate reading in a liquid you have to make sure you swirl the flask in the liquid. You also have to wait to graph the reading until the temperature becomes stable in order to get an accurate reading. To get a warm reading pour out half of the hot water and then add slightly cool water to the hot water. To get the cold reading pour out all the water in the cup and add all cool water. Then we added a couple cubes of ice to get a temperature reading. To get the very cold reading you pour out all of the water and submerge the beaker in a tub of a frozen mixture of alcohol and water. This mixture's reading should be colder than the ice reading. We learned that temperature positively affects pressure.

Lab setup for Experiment 3

Reflection-
We came to know and understand the ideas we learned last week through experiments. I still have questions about why temperature affects pressure. I think my participation in class this past week was really good this week. I need to work on allowing other people to do the work and encouraging them to do be able to do the work without me. I would rate myself a 9 out of ten because I understand almost all of the concepts. I still need to work on reflecting more in my notebook about the experiments we do. My ideas have changed because now I know some of the variables that affect pressure.

Particles

     The main ideas we learned this past week were the states of matter and their energies. This week we focused on proving that particles move and that hot particles move faster than cold particles. These two main ideas go together because learning about particles helps us learn more about states of matter and their energies. Some important details of the main ideas are that the  three states of matter, solids liquids and gasses, move differently. Solids move in a constricted, aligned formation. Liquids move with more fluidity and then gas moves even more freely. We did two experiments this past week, one called The Popcorn Experiment and The Dye Experiment. We also watched a series of short videos on the particles of solids liquids and gasses.

  The Popcorn Experiment-
The popcorn experiment was an experiment to prove that particles or molecules moved. The first thing we did was have Dr. Finnan pop a bag of popcorn. Then he went into the corner of the room and opened the bag of popcorn. He told us to raise our hand when we smelled the popcorn. Since I was very close to Dr. Finnan and the popcorn bag I was one of the first people to smell the popcorn. Over time everyone in the class raised their hand. This proves that gas particles moved, because the gas particles moved from in the popcorn bag to across the classroom. To make sure the popcorn particles weren't being pushed by any outside forces Dr. Finnan closed the doors and turned the fan off. Because gas particles move so fast it allowed the smell to travel relatively quickly throughout the class room. Then my group white boarded the popcorn traveling around the room.

Our group's whiteboard representation of The Popcorn Experiment

 The Dye Experiment-
The Dye Experiment was an experiment to prove that particles or molecules that are heated move faster than particles that are cold. The first thing we did was fill to vials with green food coloring and two beakers with water. The first beaker should be filled with hot water and the second beaker should be filled with cold water. Then you put the green dye in both of the beakers. We noticed that the green dye in the beaker with the cold water mixed in slower that the beaker with the hot water. This proves that hot water particles move faster than cold water particles because the green dye mixed faster in the hot water. My group then white boarded the experiment. We used the technique called story board where we drew the representation of four different stages in the experiment.

Dye just added to hot and
 cold water

Our group's story board
 whiteboard representation 

Hot and cold water after given time to mix

 Reflection-
We came to know and understand the ideas we learned this week through experiments and watching short videos about the ideas we focused on in the experiments. I don't have any pressing questions this week because in previous science classes we learned about the stages of matter. I think my participation in class this week was very good. I think I was focused and on task. I would rate myself a 9 out of ten on the ideas we learned last week because I understand them very well.  My ideas have changed because now I know about the particle differences between solids, liquids and gasses.

Density and Thickness

        The main ideas that we learned this past week were density and thickness. These main ideas go together because the experiment we did with thickness had two different types of aluminum foil, and one was more dense than the other. Some important things to know about density are the different ways to find density. One way to find density is to use the formula density=mass divided by volume. You could also use the formula that Dr. Finnan taught us, and if you have a graph you could use the slope of the line as the density. We did two experiments this week to help us learn the material. We did a experiment called density of gas, and thickness of a thin layer was the other.

       Experiment 1- Density of gas
The goal for the density of gas experiment was to find the density of gas and find how it compared to the density of water that we already know is 1g/mL. In our previous Alka-Seltzer experiment we saw that there were bubbles of gas floating out of the water. This shows us that gas is less dense than water, but we want to know by how much. The first thing that we did in the experiment was put 3/4 of a Alka-Seltzer tablet in a mini cupcake liner and filled a plastic bottle with 40mL of water. We put the plastic bottle and liner on the scale and got the mass of 68.944g. After that we put the tablet in the bottle with the liner. This is where the liner is important.  It is important because it allows the tablet to not touch the water and not react. While the tablet is floating on top we gently screwed on the top. Once the top was secured we started to shake, and swirl the bottle to make the tablet react. When the tablet was reacting the gas that was produced from the Alka-Seltzer went out a tube and into a larger plastic bottle filled with colored liquid. The gas may tip over the plastic cup so it is important to hold the cup. After we saw no more bubbles we marked on a piece of tape where the gas ended. Then we poured the water out. Next, we filled up to the line with water and found the volume with a graduated cylinder. After that we took the smaller plastic bottle with the 40mL of water and measured its mass again. The mass that we found was 68.556g. In order to find the density of the gas we had to use the formula mass divided by volume. The mass was the first mass subtracted by the second which was .388g and the volume was the number we found on the graduated cylinder which was 225mL. We divided .388  by 225 and got 0.001724g/cm3 with the four repeating. Since the numbers we divided only had three sig figs the final density of air is 0.00172g/cm3. We compared with the class and found that air is almost 600 times less dense than water!

40mL of water and 3/4 of a
Alka- Seltzer tablet

Dropping tablet in

Finding the mass of the tablet and water

Gas bubbles as we stir

Marking where gas starts

Holding down bottle

Pouring out colored liquid

Finding mass after reaction

Finding volume of water up to gas line

Our class' data

       Experiment 2- The thickness of a thin layer
In this experiment we are trying to find the thickness of something without using a ruler.The goal of the experiment was to find the thickness of regular tin foil vs. heavy duty tin foil. To start we had two equal sized squares of both kinds of tin foil. Then we massed both of them. With the mass we could calculate the volume. We then measured the length and height of both squares. After that we divided the length and height from the volume for both. That how we found the thickness.

Mass of regular foil

Mass of heavy duty foil

Our math done on the whiteboard

       Reflection-
We came to know and understand the ideas we learned this week by doing experiments, comparing with the class and taking two quizzes. The two quizzes were on density and reading scales. I still have questions about where the gas in the Alka-Seltzer comes from and why after mixing it with water it loses mass. I think my participation in this week's activities and experiments was very good.  Myself and one other person in our table group did most of the work. I would rate myself an 9 on the ideas we learned in class last week. I still need to work on word problems with density, mass, and volume. My ideas have changed this week, because now I know so many ways to do the same thing. Now I can measure the thickness without a ruler, and now I know so many ways to find density. A new thing I have to think about is how to go about finding the thickness or density and how to do that the most efficient way possible.

Measuring Mass and Volume

         The main ideas that we learned this week were how to find the volume of a liquid in different containers, how to graph our results, and how to mass and find the volume of acrylic, aluminum, and steel. The main ideas connect with each other because all the experiments we did this we required us to find the mass and to find the volume. Also, for both of the experiments we had to graph our results. Some important
Experiment #1-
For experiment number one we had to take the volume of five different amounts of water with three different measuring tools. The three tools we had to use were a plastic rectangular box, a graduated cylinder, and a beaker. The differences between each tool are the box has no lines to measure volume so you have to calculate it by measuring, the graduated cylinder has very specific volume lines, and the beaker has less specific volume lines. The first step to the experiment is to pour an amount of water into your clear plastic box. To find the volume in the plastic box you have to find the width of both sides of the rectangle and the height of the water. The difficult part of this measuring portion is the ruler does not start at exactly zero and the rectangle sides and bottom have plastic areas were water does not fill. These issues cause variations in our classes data. Then you have to multiply the three measurements and that's your final volume. Your units should be cm3 because you multiplied three cm measurements together. The next step in the experiment is to pour the water from the box into a graduated cylinder. For this step it is important to be careful not to spill the water when pour or this will change your volume. Once the water is in the cylinder you read the lines and find the volume. You will notices there is a meniscus and you always measure from the bottom of the meniscus. After you have found the volume in the cylinder you pour the water carefully into the beaker where you do the same thing as you did with the graduated cylinder except for you have to make a rough estimate because the lines aren't as exact as the cylinder. The repeat the previous steps five times with different amounts of water. After finding the volumes of all five amounts of water and recording in our notebook we then graphed our results on a whiteboard. We had cm3 on the x axis and mL on the y axis. The next day we copied our graphs into our journals. The whole class had similar graphs.

Getting volume in
graduated cylinder.

Getting volume from rectangular
box

Our whiteboard graph of our data

Experiment #2-
For experiment number 2 we had to find the mass and volume of rods of different materials. The materials were steel, aluminium, and acrylic. There were three bags each filled with different sized rods of the three materials. The first thing we do is mass all of the rods and record them in our notebook. Since we had a very sensitive scale we had to be very still to get a accurate reading of the rods mass. After massing and recording the rods we then find their volume. To do this we filled a graduated cylinder with water checked it volume, put the rod in and then checked the volume again. To find the the volume of the rod u have to subtract the second volume from the first. This works because the water allows us to know how much space the rod is taking up. Then we recorded our volumes in our journal. The next step is to graph. For this graph we used a online program called Logger pro. We used Logger pro to put in a line of best fit and it also gave us the correlation and slope. The next day we printed out our graph and put it in our journal. Then we compared with the class. We compared the slope of the steel, aluminum,and acrylic graphs and we all have similar slopes besides two groups whose slopes were consistently too low.

Graduated cylinder for measuring
volume

Our classes data

My groups graph on Logger

Mass, Volume, Density worksheet-
In this worksheet we had to compare some rectangular figures. In the figures their are dots. These dots represent particles of matter. You then have to compare the mass, volume, and density of the figures. Then we shared with the class our answers on the white board. Surprisingly all whole class had the same answers for all of them.

Problem #1

Problem #2

Problem #3

Chemistry- Mass, Change, Sig Figs and, Scientific Notation

         The main ideas that we learned this week were how to make a table and histogram for our class data and how to demonstrate it to the class. We also learned how to identify a significant figure and how to convert standard notation into scientific notation and scientific notation into standard notation. Lastly we learned how to properly measure, and which numbers were estimated. The things we learned this week are connected because they all involve learning to properly and efficiently measure things and how to demonstrate the things you have measured in graphs, tables, and whiteboards. One important detail of significant figures is how to determine if a zero in a number is significant or not. We did not do any experiments this week in chemistry but we did do class data representation and two packets on significant numbers and scientific notation. We also performed a graduated cylinder challenge.

Station 3- Reflection
The question for station three was, "Does the mass of ice change after melting?" Based on the class' data, most table groups got 0.0 grams of change in mass, but some groups got different numbers. The different numbers could have been because of forgetting to zero the scale. My table group got 0.0 grams difference. We think the mass didn't change because the atoms of ice did not increase or decrease in number just because they changed into a different form. As I learned in past science classes, when the atoms in ice melt they become more fluid and start to move around more.

Class chart for melting ice

My group's whiteboard representation

Our classes histogram

Station 4- Reflection
The question for station four was, "If you mix the blue solution and the colorless solution together will the mass of the solution change?" From the class data I would infer that the solutions when mixed had the same mass as when the weren't. Any group's data that was not 0.0 grams difference could mean they had spilled when they poured one solution into another or they may have had a faulty scale. My group got 0.0 grams. We think we got our answer because the solutions did not react with each other, they just mixed.

Our class data for mixing solutions

Our class' histogram

My group's whiteboard representation

Station 5-Reflection
The question for station five was, " If you mix sugar and water will the mass change after the sugar dissolves?" Our class' data was pretty mixed so my group wasn't sure if we were correct. My group got .3 grams difference between before the sugar was dissolved in the water and after we dissolved it. For the sugar solution to have gained mass there would have to be a chemical reaction but that doesn't seem likely. So, I believe there was a human error like not zeroing the scale or measuring incorrectly.

Our group's whiteboard representation 

Station 6-Reflection

The question for station 6 was,  "Will the mass of water change when a piece of Alka-Seltzer tablet is added?" Our class' data was all negative, but we had different variations of negative numbers. I think this was because every group got a piece of tablet but the pieces weren't exactly the same size. My group got -0.07 grams difference. We think that the mass decreased because when the tablet was added we saw bubbles and my group thought that the bubbles were taking oxygen out of the water.

Our class' histogram

Our class' data table

My group's whiteboard representation

Significant Digits and measurements-
The first thing we did in the packet was learn how to estimate numbers. We were given different rulers and we had to decide what distances we were certain about. Then we were given a rectangle lined up next to a ruler and had to measure it correctly and give the correct estimated number.

Significant Zeros-
The packet starts off by giving instructions to mass rocks and pebbles. Then you have to place the set of significant zeros in the right Rules. Then you have to place Rules on each of the numbers. Then you have to underline the significant zeros in each of the numbers. Next, we learned how to do scientific notation, which I learned in math last year, so I feel confident about it.

example of scientific notation

Graduated Cylinder Challenge-

In class we did this challenge to practice with graduated cylinders, estimated numbers, and significant figures. The first thing we did was have a member of our group go up and measure seven graduated cylinders. Once they were finished they came back to the group and we wrote our estimated numbers on a whiteboard. Then we shared our whiteboard with the class. Then we repeated these steps with a different person and different amounts of liquid.

Measurements from the second person

Measurements from the first person 

Overall Reflection-
We came to understand the ideas that we learned in class by sharing with the class and by doing power points on sig figs and scientific notation. I still have questions about significant zeros and I think we should still continue to review them in class. I think I had good participation in the activities of the past week even though I did not volunteer to do the recording in the graduated cylinder challenge. I would rate myself a nine simply because I am not confident with significant zeros. Overall I learned a lot this week even though we didn't do any experiments.

Chemistery-Mass,Change blog

        This past week we learned about changes in mass and the exploding can. These main ideas go together because the exploding can was a result of a change in mass. Most of the changes in mass were caused by chemical reactions or human error, but some just stayed the same. One example of a chemical reaction is station 1 regarding Alka-seltzer tablets. We did six different experiments to test changes in mass, but only did one experiment as a whole class on the exploding can.
                         
                            STATION #1- 

White board molecule diagram of steel
wool being pulled apart

               The first thing we did was mass the pie tin. Then we used the pie tin to mass a piece of steel wool. The next step was to pull the steel wool apart and mass it again. We found that there was no change in mass (0.0 grams). We think there was no change in mass because the molecules spread out not decreased or increased.  If the mass had decreased it would probably be due to human error such as failing to keep all of the particles of steel wool in the pie tin while pulling them apart. We used the pie tin to make sure there was no steel wool fallout while pulling the steel wool apart.

Steel wool being massed on a balance

Steel wool being massed after being pulled
apart

White Board Diagram of of steel wool
oxidizing.

                         STATION #2- 
First you mass the pulled apart steel in the pie tin. Then use the tongs to hold the steel wool and put the burner in the pie tin. Light the burner on fire then place the steel wool in the flame. Mass the steel wool in the same pie tin. Before the steel wool was burned it had a mass of 20.21 grams. After the steel wool was burned it had a mass of 21.41 grams. The change in mass was 1.2 grams. Personally I was very surprised by the results. I thought that after burning the steel wool it would loss mass or stay the same, but in fact it increased in mass. I noticed that before the steel wool was burned it was silver but after the steel wool was burned it was an indigo blue color. My table group hypothesized that the added mass after burning the steel wool happened because the steel actually oxidized and created rust on the outside.

Steel wool before being burned 

Steel wool being burned

Steel wool after being burned

                        STATION #3
First you need to find the mass of the vial and the small chip of ice.
Then let the ice melt. To help the ice melt, warm the vial with your hands. After
 the ice is melted mass it. The mass before the ice melted was 11.38 grams and the mass
 after the ice melted was also 11.38 grams. This means the when ice changes to water its
 mass doesn't change. The human error likely to happen is forgetting to zero your
 scale. This could result in incorrect conclusions.

Ice after being melted

Ice before being melted

                                                                                                                                                 
       









                    STATION #4
Find the mass of both vials with the solutions inside. Carefully mix
 the blue and the clear solutions and shake them up. Then mass the
 new mixed solution. The two solutions should become cloudy. The
 mass before mixing was 49 grams and the mass after mixing 49 grams. Mixing the
 two solutions together does not affect the mass.

Mix the clear and blue solutions
together

measure the mass of the mixed
solution and the empty vial

The mixed cloudy solution 

                       STATION #5-
Fill vial with water and put sugar in the cap. Mass the vial cap and sugar.
Mix the sugar around softly until it dissolves. When the sugar is completely
dissolved mass the solution.The mass before the vial dissolved was 44.3 grams
and the mass after the vial contents dissolved 43.9 grams The change of mass
was -.3 grams. The negative number could be the cause of human error like
 measuring wrong or not zeroing the scale.

Water and sugar before being dissolved

Water and sugar solution after being dissolved 

STATION #6-
First fill the vial halfway with water. Then put a fourth of a
Alka-seltzer tablet in the cap of the vial. Them put the vial
 and tablet on a scale and mass it out. Put the tablet in the
 water and then place the cap on the top. Look what
 happens to the tablet. The mass of the water and tablet
 before the tablet dissolves was 33.52 grams and the
 mass of the solution when it dissolved was 33.45 grams.
 The change in mass -0.07 grams.  I was surprised by this
 result because I thought after dissolving the solution would
increase in mass because of the bubbles but the solution actually
decreased in mass.

Vial of water and tablet in cap

Solution after the tablet dissolved 

I think we came to know and understand ideas this week by doing experiments and then sharing our results with the class by making charts and histograms. We also shared our hypotheses by drawing them on our whiteboards and presenting our ideas to the class.

Our class table on Station 1

Our class table for Station 2

Our class histogram for Station 2

One thing I'm still not sure about is how the burned steel wool got more mass than the wool that was not burned. I think I participated very well in the experiments this week and I also think that my table group did an equal amount of participation. From all the concepts we learned this week I rate myself a 9 because I feel pretty confident, but I still have a few questions.