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.