Blog Week 15

On Monday, we went over the assessments and I didn't do as bad as I though I got mostly threes and fours. We went over that phase energy has no temperature change and solid to liquid and liquid to gas are phase energies. Also that phase energy is also mΔHvap and mΔHfus Thermal energy has a temperature change and the equation is mcΔT=Q. On Tuesday, we started our soap project and I was in a group with Shannon, Mariah and Carly. We started by melting the soap base and when it was melted all the way we added in the scent and the food coloring we wanted. We then poured the melted soap into the molds. We left the molds for a day. On Wednesday, we took the soap out of the molds. We then wrapped the soap up in whatever we could find, to take them home. My group then discussed what we would do for our Evernote project, I did the product and the development part. On Thursday, we presented our Evernote project. I think it went well. We each did our part on google doc and I transferred all the work into Evernote. I thought the rest of the groups did a great job as well. I thought all the soaps turned out really well and the winners of the best soaps deserved it. On Friday, we did an ICS lab, which stands for ice cream social. This lab was suppose to show us a phase change water that was solid and we added salt. Salt will get in between the water particles and they will interrupt the attractions and it will melt the ice. For the LOL diagram Eth was 1  and Eph was 1; after Eth was barely 1 and Eph was 2. We learned that the freezing point depression is how you melt ice on driveways. We were trying to make ice/water to be below zero to freeze cream and make ice cream. We shook our bag for ten minutes and the ingredients in our bag mixed together and didn't turn into a complete solid. when we finally finished shaking our bag we got a vanilla milkshake. Mariah tried a little of it, but I didn't have time to try it. I hope it was good!

Blog Week 14

I was absent Monday, Tuesday and Wednesday this week. I reviewed the notes that were done in class and gathered some information. Mathematics of state changes △Hfus, the energy of melting and freezing and △Hvap, the energy of evaporating and condensing and boiling. I also learned what field is, it's the area around an object where a non-contacting force can be exerted. Energy can be stored in fields, electrostatic field are particle in chemistry. Eph is the energy stored in the "field" between particles. Eth is the movement of those particles. I learned that specific heat is the energy associated with one Celsius change in temperature for one gram of a substance. On Thursday, I was in class and we learned about heat of vaporization and fusion. Heat of vaporization, △Hvap, is liquid to gas and gas to liquid. The equation to find the amount of energy for heat of vaporization is Qvap=m△Hvap. It takes 2260J per gram for water. Heat of fusion, △Hfus, is solid to liquid and liquid to solid. The equation is Q=m△Hfus. It takes 334J per gram for water. Both heat of vaporization and fusion are part of phase energy. The thermal energy equation is Q=mc△T. On Friday, we took an assessment and it was pretty hard. I didn't know how to explain most of the questions and I was not prepared well enough. So, I will definitely be reassessing. 

Blog Week 13

On Monday, we talked about the assessment, we took on Friday. I got all most all of the questions right. On the first one I got the main idea, but forgot to talk about energy. The second question, I did wrong, I did not set the equation up right. It was suppose to be 2500=m(4.18)(70), the 70 came from 100-30, 100 is the temperature of boiling water and the water dropped 30 degrees Celsius. So, the answer came to m=8.54kg. The third question we were suppose to talk about both mass and temperature and use the equation Q=m△T. So I pulled in the first mass and temperature in: 25(100)=2500, then I did the second mass and temperature and got 50(50)=2500. They have the same amount of energy. On Tuesday, we learned about boiling and the bubbles that are formed. Boiling is gas diffusion, particles move faster and spread out, and then more energy is added. The bubbles are particles of water, just further apart from each other and the volume is expanded and the density decreased, which makes it them float. As the one bubbles state changes the others start to join. The types of state changes are condensation, ice melting and steam. The mathematics of state changes are Eph→ Q=mc△T, then Eph→△Hrus→Eph of melting or freezing, Eph→△Hvap→ condensation or evaporating. This picture below, shows the different state changes of water. 

On Wednesday, we had a shortened class. We learned that particle diagrams don't do a good job of representing the changes in energy. So we learned energy accounting. We recorded Thermal→Eth before and after and Phase→Eph before and after. Then we record which is bigger on a bar graphs before and after and if energy came into the system of left the system. This picture blow shows some examples. (sorry I don't know how to turn it around.) Eth, thermal energy is the motion or speed of particles. Eph, phase energy is the state of matter change, the arrangement or distance between particles. 


On Thursday, I was absent.
On Friday, I was also absent.

Blog Week 12

On Monday, we went over the hotness lab again, we all agreed that more warm water would change the temperature of the cold water more than a small amount hot water. we also learned that if you add more pressure, the volume decreases, which causes CO2 to become liquid. From there we learned that heat capacity is the energy required to change the temperature of a substance by one degree Celsius. Specific heat is the heat capacity for one gram of a substance. We then learned the equation for heat capacity. q=mc△T, m=mass, △T=temperature change, c=specific heat and q=energy. We also learned about phase diagram. We learned that the change in temperature and change in state if the pressure is the same. Temperature is the same then there's a change in temperature and change in state. We learned that liquid to vapor is called evaporating, vapor to liquid is condensing, solid to vapor is sublimating, and vapor to solid is depositing. We also learned that ice is less dense than water. We even learned what the triple point is, it's where ice liquid and vapor all exist. On Tuesday, we did some questions on the CQSP specific heat worksheet. For question one we got B because it was exactly like the hotness lab and more warm water was better than less hot water. On number two it said to explain why we choose what we choose and we said more particles are in the bigger amount of water so more energy needs to be transferred into B. More particles get energy than the A pot. On Wednesday, we finished that worksheet the front of the sheet was pretty simple we said for number four that the hood of the car will be hotter and for five we explained why we choose the answer for number four. We said the hood was hotter because metal transfers energy faster and more easily than water. Therefore, it was able to conduct energy better. Number six asked which would take more energy water or metal, we said water would require more heat energy to change the temperature. The back of the sheet was very difficult. We also did the specific heat worksheet, throughout the worksheet we used the equation q=mc△T. I understood this worksheet very well. My group had to present number six we took 95 minus 10 to get 85 which was △T and c equaled 4.186 and q= 210,000,000. So, the equation was 210,000,000=m(4.186)(85), from there we solved and we got 590,202.636 grams. For me the worksheet was easy and I think I understand the equation fully. On Thursday, we went over the worksheets in class and I found out I did everything right. We learned that Eth is thermal account, it's measures the motion of particles and their speed by the means of temperature. Eph is the arrangement of particles. These are not different energies they are just different ways of storing energy. We also learned that the melting stay is Eph, the heating stage is Eth which is where we also use the equation q=mc T, and boiling is Eph. On Friday we took and assessment. It was ok, but I had some difficulty with the assessment. I hope I did ok.

Blog Week 11

This week in Chemistry we made thermos. I worked alone on this project, I made the thermos; then I made the google presentation. My thermos worked very well, I had 98.2% energy retention and only a six Kelvin drop. To make my thermos I used a monster trail mix container with polyfill in it. Inside the polyfill insulation was a pencil holder container and wrapped around that container was foil and it was also filled with foil. Then on the monster container's top was foil on both sides. The energy transferred from the water to the foil and insulation which was the polyfill, by a process of translation called heat. Heat is not the energy nor is it stored it just transfers energy from one system to another. I think my thermos worked very well. If I were to improve it I would have got a better top, one that wasn't plastic. Maybe one that was metal or styrofoam. I also, feel that I did very well on my presentation, I explained everything. I even did my measurements for the monster mix container, to prove it wasn't to big. I also added pictures and explained them. I feel I did very well on this project and that wouldn't be much I'd change.

Blog Week 10

On Monday, we asked the question "Can the temperature change without changing the state of matter?" We concluded yes, if you don't heat or freeze them too much. Otherwise the movement and space will increase. We also asked the question "What are some factors that we could measure that might have an affect on the motion of its particles?" We said temperature, viscosity, volume and mass. From there we asked ourselves if we had a bucket or container with 500ML of ice water, would a 10 ML of 50°C or a 100 ML of 25°C would change the temperature the most? We debated on it for awhile. I told my group the 10 ML of 50° C wouldn't change the temperature at all and they said it would. I then said that the 100 ML of 25° C would change because even though there was more water it was colder so the molecules would not move that fast and there were more molecules to spread out and change the temperature. When we tried this experiment we figured out that more warm water has more of an effect than less hot water. On Tuesday, we went over our results from Monday's experiment every group had the same conclusion and results. We found out that energy is associated with the motion of (speed) particles. Also, that 100 ML make the temperature change because more particles were added and more quantity of heat. And we know temperature equals the number of particles not movement. We also know quantity equals heat and heat equals mass and speed. We then went on to ask ourselves "What is Energy?" We came up with kinetic, hydro, potential, solar, wind, chemical and nuclear. But we said that that energy is not like Baskin-Robbins, energy does not have 31 flavors, energy is just energy. Which means there is only one type of energy, but energy can be transferred and stored. Like MP3s can be stored on your Ipod, on a CD, in an e-mail and in a text; they are all the same, just stored differently. We also know now that heat is not energy it's a way of transferring. On, Wednesday, we did read "Energy and Kinetic Molecular Theory." From the reading we learned that energy maintains its identity after being transferred, energy can be viewed as a substance like quantity that can be stored in a physical system, and energy can flow or be transferred from one system to another. We also learned that that energy is stored but it's the same energy. We learned about thermal energy it stores more to energy to move faster, then phase energy stores more energy to stay away, then Chemical energy stores more energy to stay away and move faster, attractive force particles. We also found out the ways energy is transferred. They are working (W), heating (Q), and radiating (R). To find the change in energy the equation is working + heating + radiating, which is also known as W + Q + R. On Thursday we did an experiment of ice water to gas. We took the temperature every five seconds as the ice water was in a beaker on the hot plate. Finally at temperature 85.6° C the water was gone and it was after 2000 seconds of heating. Or experiment might not have been done accurate, because I expected the temperature to rise constantly instead it went up and down throughout the experiment, it never leveled out. On Friday, we did two worksheets. My group worked together on them, we knew some but others were really confusing and difficult. We hope that we will go over them in class.

Blog Week 9

On Monday we brought in our homemade barometers. Everyone had something different about his or hers. Mine was a ketchup bottle filled with water to about six inches when the bottle was upside down in a glass half way full of water. I had measurements up the bottle in inches. My barometer proved to work when we took them outside. It worked like this: as the pressure increased in the air, the pressure then pushed down on the water in the glass forcing it up into the ketchup bottle. As air pressure decreased the pressure on the water in the glass decreased letting water flow out of the ketchup bottle. When I put the barometer outside, the water in the ketchup bottle was at six inches, when I came back the water in the ketchup bottle was at seven inches. Which meant that the pressure was high, and that proved to be right because everyone else's showed high pressure too. Most people in the class had a plastic jar of some sort and they put a balloon over the top, (where the cap would normally be), and attached a straw to the balloon. As the straw laid over the end of the jar the pressure would increase or decrease. As the pressure increased, it pushed down on the balloon, which then made the straw point upwards and as the pressure decreased, it pushed the balloon up, which then made the straw point downwards. We also learned on Monday how to do P T V n charts. We put what we knew in the chart and from their solved. For example we had both temperatures so we put the final over the initial and we then times that by the pressure. When we put that in the calculator we found the final pressure. Next, we learned about the effects. The effect is what happened from the initial to the final, if it increased or decreased. On Tuesday, we had no school. On Wednesday, we brought our barometers back and we tried to figure out a grading system. We then decided to grade on effectiveness, measurements, creativity and the fact that it was done. I gave mine a three and a half because it worked, it had measurements and it was done, but it was not creative, it was not colorful or decorated. On Thursday, we did more practice with P T V n charts, with our groups. My group got the problem done right and did all the right work to answer the question. On Friday, we took an assessment. I thought some questions were really hard, but some I knew really well. I studied and went over everything I could to prepare myself. I hope I did good and I will take a reassessment to get the best grade I can.

Blog Week 8

On Monday we learned that there is a direct relationship between pressure and the number of particles. As the number of particles increase so does the pressure, which means there's a direct relationship. So if there are no particles, there's no pressure. The equation is P=(p/n)n. We also learned that temperature and pressure have a directly proportional relationship. If the temperature was 0° celsius, particles are still moving. If there's zero kPa particles are not moving because particles moving create pressure. So, if there's no pressure then there are no particles moving. We then discussed the the question: At which temperature would particles stop moving? We found out that the real zero for celsius degrees is -273.15 and that's when matter stops moving. On Tuesday we said the celsius is relative to water and kelvin is the absolute scale. Next we realized how to convert celsius to kelvin. First we did some practice with out the equation. Here are some examples: -273.15°C = 0°K, -71.15°C = 200°K, 0°C = 273.15°K, and 100°C = 373.15°K. So, the rule for celsius to kelvin is °C + 273.15 = K and the for kelvin to celsius is K - 273.15 = °C. We also learned the rough calculation of celsius to fahrenheit, which is 2x°C + 32 = °F. We also found out 0°C goes to 32°F. Next we learned that volume and temperature are directly related. So we have these rules so far: P  1/v, P  n, P  T, V  T. We also learned that if there's a different temperature, there's a different pressure, and there's a different molecule movements. There's always pressure in the air. On Wednesday, we did an experiment on glow sticks. When we put the a glow stick in hot water, air temperature water and cold water, they all reacted differently. In the hot water the glow sticks glowed brighter than in the normal water and in the cold water the glow sticks lost their glow. We also learned how to preserve glow sticks, to preserve them you put them in the freezer. This works because it slows down the particles and when you put it in the hot water it makes the particles move faster and the glow sticks become brighter. On Thursday, we learned what a barometer is, it measures atmospheric pressure. We learned that the atmospheric pressure was measured with mercury. It was put in a bowl and in a tube and the tube was put in the bowl. As pressure in the air increased the mecury from the bowl gets pushed in the tube and however high it is in the the tube, thats the pressure. There are 4 units that the pressure can be measured in like mmHg = mm of Mercury, bars = mm of mercury, torr = mm of mercury, psi = pounds per square inch. On Friday, we did a survey and we did some things for our E-mail. Then we worked on the assessment with our groups. My group didn't finish the whole thing, so I hope we get some more time.

Blog Week 7

This week in chemistry we learned about temperature and pressure and their affects on the particles. On Monday we went over the experiment. The one that had two test tubes one was filled with water and the other was filled with ethanol. They had the same mass, which also means the same amount of particles and we that heated them both to the same temperature The water was more dense so the particles were closer together. We found out that the ethanol rose faster and it's volume increased and the density decreased. Ethanol takes less energy than water, so water takes longer for the particles to spread. We then went on to talk about how the ethanol was a model of a thermometer. Then we talked about what temperature really is, it's a measure of the energy of particles. The energy or velocity is the speed of the particles or motion. The average velocity or energy of all the particles is the temperature. The person who made the thermometer that measures temperature was Anders Celsius. Next we went over pressure. We learned that pressure is a force in a certain area. The more surface area the less pressure. On Tuesday, I was not at school, but I did look up how straws work. How do straws work? "The atmospheric pressure is pushing the liquid up the straw. When you suck the air out of the straw, you decrease the pressure inside the straw, allowing the higher pressure on the rest of the surface to push the liquid up the straw and into your mouth."(http://indianapublicmedia.org/amomentofscience/drinking-straws-work/) This means that when you suck the air out of the straw pressure is decreased, so the liquid is not held down it can flow through the straw and into your mouth. I was absent on Wednesday and I understand that we did a lab on gases, but       I'm not sure what it was on. On Thursday, we learned that the more spread out the particles are at the beginning thee less energy is needed to expand its volume. We then learned the equation for pressure it's k(1/v). The factors that might affect gas pressure are the number of particles and the volume of the gas. The temperature will stay the same when the volume and pressure are related. Another equation for pressure is t(1/v). On Friday, we did a group project, answered the standards. My group worked hard and we understood most of the standards, but we work on some of the others. I'm sorry I could not get to five hundred words, I wasn't sure what to write for Tuesday and Wednesday. I hope my not making it to five hundred words doesn't mark me down.

Week 6 Blog

This week in chemistry we focused on particles and what affects them. We found out that particles are in motion and they go in different directions. We even found out that temperature does affect the motion of particles. The mass does stay the same for the particles but the volume increases and the density decreases. The particles never stops moving. Though in cold water particles move slower than in the warm water. The gas particles move the most out of the three substances. Gas particles are the least dense, the warmest, it's fluidity, which means the particles have a flow ability and no structure at all. It also has more range of motion and is the least viscosity, which means it has a resistance to flow. In a solid the particles are always moving never touching or ever getting away. They are also the most dense and rigid. Solid particles have a lattice, which means a consistent structure. In a liquid particles move fast, they snap like a spring and they are lattice. They have no shape because it seeks the lowest possible level pulled by gravity and turns flat. They do take the shape of the container they are in. Liquids are warmer than solids and are fluidity. Molecules can have a translational motion, a rotational motion and/or a vibrational motion. So, when we drawl particles we want to show what their motion is. for example whoosies are arrows showing the direction particles go. A vector shows if the particles have vibration or not. Earlier I mentioned how liquid and gas particles are fluidity, well we talked about some examples about fluidity in class. one was if we have to cups of tea and put lemon juice in one and honey in the other which one is more fluid. Once we discussed how thick honey was compared to lemon juice we realized that the tea with the honey was more viscous, resistance to flow. Which meant that the lemon juice was more fluid, able to flow easily. As for the affect of temperature having on the particles, we watched a lab being done on it. There were two glasses of water, one cold and one hot, and then each had food coloring poured in. The glass with the hot water the food coloring traveled through the water faster and the glass with the cold water the food coloring traveled through the water slower. This was because in hot was particles get separated faster and move quicker. In cold water particles get closer together and the particles move slower. On Friday we had a sub and each class got a question from the worksheet. My group got question number six, we said that the particles would move faster and further apart, but the seat would never lose its shape. It would never lose its shape because solids are lattice. Each group agreed with was we had said. Also, each group presented great answers and explained them every well. Overall, we learned a lot this week!

Week 5 Blog

On Monday we started off the class with going over the Aluminum Foil Lab. We came to a consensus of how thick the foil was and it was 0.0014. Then we learned that the heavy-duty foil's thickness 0.0022. To figure out how the particle diagrams were related we took 0.0022/0.0014, which came to about 1.57. From there we make a ratio of regular foil to heavy duty foil, our ratio was 1:1.5, but you can't have a half of a particle so we multiplied 1.5 times 2 to get 3. We also had to multiply 2 and 1, we then got the ratio 2:3. This ratio means that the regular foil have 2 layers of particles for every 3 layers of particles of heavy-duty foil. After we figured each particle size was 0.0007 cm. We got this number by dividing the foil's thickness by the number of layers. For example 0.0022/3, equaled about 0.0007. When we finally finished our consensus on the foil's thickness, we started planning for the density of a student project. We got the main points down, like that we'd have to have a student go under water and we have to measure the water that was displaced. On Tuesday we continued with our discussion, my group came up with the ideas. One of them was to use the garbage can fill it to the very top with water as planned, but to put it inside of the kiddy pool and measure the water that was inside the kiddy pool. That is after the student went all the way under the water. We then said we could collect the water in milk jugs, the gallon, and from there count how many milk jugs were filled and then we'd do the math. Our idea was pretty exact to the plan we used except we used pop bottles, the one liter ones. We then picked one girl and one boy from the class. They were Shannon and Thomas. On Wednesday we started off the class picking jobs and getting the lab set up. The garbage can was inside the kiddy pool and we filled it to the top with water from the emergency shower. We then had people move both things away from the shower and some water emptied into the pool but that was ok because it would have been displaced anyway. Shannon went first she got into the garbage can very slowly and went under water, the water then displaced into the kiddy pool. We then started gathering water into the pop bottles. We had to get every last drop of water. We then recorded how many pop bottles we filled up. Before Thomas could go we had to fill the garbage can to the top again. We then we repeated the same steps as we did for Shannon's density. On Thursday, we recorded all the data, put pictures and data into the presentation. On Friday, we took our assessment. I understand the unit, but for me the assessment was really hard. I tried my best on it but I defiantly need more practice.

 Sorry I couldn't rotate them when I inserted them in.

Week 4 Blog

  On Monday, our class went to the lab to understand the grading system Mr. Abud uses. I learned his grading system, each questions is graded out of four points. One point meaning you attempted, two points meaning you understand the question, three points meaning you understand and explained, but could use more explanation and four points means you understand completely and explained fully. This grading system gives us more understanding of how well we understand the things we learn. 

  On Tuesday, our class did a lab on the volumes of irregularly shaped objects. To get the volume of each individual peanut M&M, my group got the mass of peanut M&M first. Next we put each peanut M&M in a cylinder filled with 40 ML of water. When a peanut M&M was put in the cylinder the water rose. To get the volume of that peanut M&M; we took the new water amount and subtracted the original amount of the cylinder. An example of that is: a peanut M&M mass of 2.7 and we placed in the cylinder the water rose to 42.5. So, to get the volume we do: 42.5-40=2.5 and the volume is 2.5. 

  On Wednesday, our class did a lab on the thickness of aluminum foil. First, my group got the mass of the aluminum foil, which was 2.72 grams. Then we got the density, which was 2.7 cm2. From there we used the equation v=m/d and that was 2.72/2.7=1.01. With the volume we used the equation v=L x W x H and that was 1.01= 29.5 x 20 x h. The answer to that equation was h= 0.0017. The height equaled the thickness of the aluminum foil.

  On Thursday, our class did a lab on the volume of gas. We got the mass of the flask with water and the tablet, the mass equaled 283.7. We got the mass of the gas and then used the equation m/v=d to get the density. 0.6/283.7=0.0021, we then averaged the density with the other groups' density and got 0.003/1 mL. 

  On Friday, our class went over all of the labs we did. We found out that solids are 4x denser than a liquid, a liquid is 333.3x denser than a gas, and a solid is 1000x denser than a gas. As for the densities I understand how the solid has the biggest, then the liquid has the second biggest and lastly the gas has the smallest density.We also went over how the numbers of particles differ in densities. They could be more tightly packed or they could be different sizes. We haven't yet come to a conclusion in class. I believe that both are true, because in the case of gas particles could be small and loosely packed. As for solids particles could be big and tightly packed. As for liquid the particles could be in between the particle sizes of gas and solids and their particles could be closer together than gas particles and further apart than solids. I can't wait to find out if I'm close to the explanation of particles.