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.