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.