When I put the glasses on I see.....
#1 Neon
I saw a stripe of a rainbow along the bottom. These colors are really bright!
-red
-orange
-green
-a rainbow
#2 Helium
I saw the rainbow again but this time it was super distingished between the colors. I saw a rainbow stripe on the top and on the bottom. These colors were not as bright as the neon.
#3 Nitrogen
I saw the rainbow stripes again.
#4 Carbon Dioxide
I see the rainbow lines on top and on the bottom. These lines are further apart and very bright.
Thursday, January 20, 2011
Day Seven: Activity Two
Write the formula for Tums? How does Tums chemically react with water and stomach acid?
CaCO3--> Ca+2 + CO3-2
CO3-2 + H+ --> HCO3- + H+ --> H2CO3 <---> H2O + CO2 "Sizzling" Evolution of gas
CaCO3--> Ca+2 + CO3-2
CO3-2 + H+ --> HCO3- + H+ --> H2CO3 <---> H2O + CO2 "Sizzling" Evolution of gas
How many Tums are needed to neutralize a can of coke?
It would take alot of Tums to neutralize a can of coke. Maybe like 4 or 5.
Day Seven
Reflect on the expansion of water and salt water experiments you and your classmates performed. What are some of the interesting results and struggles with this experiment.
Some results that I found interesting was that when salt was added to the ice it got colder, I thought that when we added the salt it would make it warmer since it had melted the salt. Another thing I found interesting was that I thought when ice froze it would expand a greater amount but according to my data and some other classmate's results the ice didn't expand much. Some struggles with this experiment was that it was hard to measure how much the ice had expanded each time we checked it. Another thing I found hard was to take the temperature when the ice froze because I had to break a little hole into it so that I could get the thermometer in the ice. Looking over other classmates was also interesting because everyone did something different for their experiments and everyone got different results.
Some results that I found interesting was that when salt was added to the ice it got colder, I thought that when we added the salt it would make it warmer since it had melted the salt. Another thing I found interesting was that I thought when ice froze it would expand a greater amount but according to my data and some other classmate's results the ice didn't expand much. Some struggles with this experiment was that it was hard to measure how much the ice had expanded each time we checked it. Another thing I found hard was to take the temperature when the ice froze because I had to break a little hole into it so that I could get the thermometer in the ice. Looking over other classmates was also interesting because everyone did something different for their experiments and everyone got different results.
Relate your thoughts on this experiment to the scientific question "Is the earth warming?"
According to some classmates it seemed like there water was taking longer to freeze when put outside, which could relate to global warming. I put my water into our freezer for this experiment so I looked at others to see their results compared to outside. We could create an experiment to test this if we put the same amount of water in the freezer and then the same amount outside and then checked them at the same time to see how they compare. When I think about this question I think about right now outside we get snow and it gets warm and melts the snow then it freezes again once it gets cold and it goes back and forth freezing and melting freezing and then melting.
Wednesday, January 19, 2011
Homework Day Six
Liquid | Ph Level |
Deodorant | 4 |
Proactive solution toner | 6 |
Mouthwash | 6 |
Solumel Stain Remover | 8 |
Spit | 8 |
Pickle juice | 6 |
Vodka | 6 |
Beer | 6 |
Lemonade | 4 |
Clorox bathroom cleaner | 10 |
Experiment
We than went on to make an experiment with the pH levels in finding how to neutralize the level of stain remover. We decided to mix the stain remover solumel with the antacid tums. We chose solumel because this had a pretty high pH level of 8. We found that in order to neutralize the solumel all we needed was ¼ of a tum. This put the pH level at 7, and that is the neutral level. Adding more tum does not change the pH level of solumel, the solution stays neutral no matter what.
Antacid amount (Tums) | pH of Solumel |
¼ of tum | 7 |
½ of tum | 7 |
¾ of tum | 7 |
1 tum | 7 |
Day Six: Activity Five
pH3 compared to pH4?
Something with a pH level of 3 is lower than something with the pH level of 4. Also the pH3 has a lower acidic level compared to pH4.
4 = -log H+ 10,000
3 = -log H+ 1,000
1.Which is more acidic? pH 4
2. By how many times? 10 times
Something with a pH level of 3 is lower than something with the pH level of 4. Also the pH3 has a lower acidic level compared to pH4.
4 = -log H+ 10,000
3 = -log H+ 1,000
1.Which is more acidic? pH 4
2. By how many times? 10 times
Day Six: Activity Four
Show an image or animation or description of what is happening when water dissolves NaCl.
Why is the freezing point lowered when salt is added to water?
Water molecules form crystals when freezing. Na+ and Cl- ions from the salt get in the way of the water molecules, making it harder for them to become re-arranged into crystals. This means that salt water remains in a liquid state for longer as the temperature reduces.
Day Six: Activity Three
Show crystal structures for NaCl (sodium chloride) and CaCO3 (calcium carbonate). What is the melting point for these two materials?
NaCl:
Melting Point: 801 degrees C or 1473.8 degrees F
CaCO3:
Melting Point: 825 degrees C or 1517 degrees F
NaCl:
Melting Point: 801 degrees C or 1473.8 degrees F
Melting Point: 825 degrees C or 1517 degrees F
Day Six: Activity Two
Describe some common weather occurrences in relation to the gas laws and characteristics we have been exploring.
On lakes the wind is strong because of the different temperatures. There is an expansion of molecules because of the heat of the sun. As the wind goes up the mountains it goes slower because of the cooler temperatures. Then once it goes down the mountain to the desert it expands as the temperature gets warmer and the molecules will move faster, therefore a stronger wind.
On lakes the wind is strong because of the different temperatures. There is an expansion of molecules because of the heat of the sun. As the wind goes up the mountains it goes slower because of the cooler temperatures. Then once it goes down the mountain to the desert it expands as the temperature gets warmer and the molecules will move faster, therefore a stronger wind.
What is the Bernoulli's Principle, provide an example or application of this.
Bernoulli's Principle states that as the velocity of a fluid increases, the pressure exerted by that fluid decreases. Airplanes get a part of their lift by taking advantage of Bernoulli's principle. Race cars employ Bernoulli's principle to keep their rear wheels on the ground while traveling at high speeds.
Day Six
Gases
Far apart-cooling of balloon
Density different- based observations molecular determines weight
Lots of movement- stimulation
Diffusion- bumping into one another
Ideal Gas Law
PV = nRT
P= pressure
V= volume
n= moles of gas
T= temperature
R= gas constant
Balloon
Volume- up (expands) Direct Relationship Temp- up
Volume- up (expands) Inverse Relationship Pressure- decreased
Volume- up (expends) Direct Relationship Add Molecules- up
PV/nT = nRT/nT = PV/nT= R
P1V1/n1T1 = P2V2/n2T2 (condition 1 and 2)
Question:
P1 = 32 psi
T1 = 90 degrees F
90 degrees F --> 32.2 degrees C--> 305.2 K
-20 degrees F--> 244.3 K
32 psi/305.2 K = ?/244.3 K = 32psi (244.3K)/305.2 K = x psi (305.2 K)/ 305.2 K = 25.6 psi
Far apart-cooling of balloon
Density different- based observations molecular determines weight
Lots of movement- stimulation
Diffusion- bumping into one another
Ideal Gas Law
PV = nRT
P= pressure
V= volume
n= moles of gas
T= temperature
R= gas constant
Balloon
Volume- up (expands) Direct Relationship Temp- up
Volume- up (expands) Inverse Relationship Pressure- decreased
Volume- up (expends) Direct Relationship Add Molecules- up
PV/nT = nRT/nT = PV/nT= R
P1V1/n1T1 = P2V2/n2T2 (condition 1 and 2)
Question:
P1 = 32 psi
T1 = 90 degrees F
90 degrees F --> 32.2 degrees C--> 305.2 K
-20 degrees F--> 244.3 K
32 psi/305.2 K = ?/244.3 K = 32psi (244.3K)/305.2 K = x psi (305.2 K)/ 305.2 K = 25.6 psi
Tuesday, January 18, 2011
Day Five Homework
Time | Temperature | Inches |
7:30 | 19 degrees | 2.5 inches |
8:00 | 2 degrees | 2.6inches |
8:30 | 2 degrees | 2.75 inches |
9:00 | 2 degrees | 2.75 inches |
10:00 + 1 tsp. salt | 0 degrees | 2.65 inches |
10:30 + 1 more tsp. salt Total: 2 tsp. salt | -5 degrees | 2.60 inches |
We measured out 1 cup of water and then poured it into a clear plastic container. Then we placed it into the freezer. Water is the smallest at room temperature.
At 10:00 when we added the salt it melted the ice and turned it into a slushy substance.
At 10:30 when we added more salt the more the ice melted and became more of a slushy material. But when we added more salt the temperature got lower or colder. We believe the amount of salt does affect the freezing point because according to our results the temperature lowered after we added more salt.
Day Five: Activity Two
Molecular Masses:
CO2: C=12 O=16 12.01 + (16 x 2) = 12 + 32= 44 g/mole
O2: 16 16 x 2= 32 g/mole
He: 4.00 g/mole
H2O: H= 1.00 O= 16 (1.00 x 2) + 16 = 18 g/mole
CO2: C=12 O=16 12.01 + (16 x 2) = 12 + 32= 44 g/mole
O2: 16 16 x 2= 32 g/mole
He: 4.00 g/mole
H2O: H= 1.00 O= 16 (1.00 x 2) + 16 = 18 g/mole
Day Five
What is burning? Show the chemical formula and an image of the structure.
The wax is burning. The wick is made out of absorbent twine, this absorbency is important in a candle because the wick needs to absorb liquid wax and move it upward while the candle is burning. Then the fuel for the wick is the wax of the candle.
Unbalanced Equation: C25H52 + O2 --> CO2 + H2O
Write the chemical reaction.
C25H52 + O2 --> CO2 + H2O
Write the balanced chemical reaction.
C25H52 + 38 O2 --> 25 CO2 + 26 H2O
The wax is burning. The wick is made out of absorbent twine, this absorbency is important in a candle because the wick needs to absorb liquid wax and move it upward while the candle is burning. Then the fuel for the wick is the wax of the candle.
Unbalanced Equation: C25H52 + O2 --> CO2 + H2O
Write the chemical reaction.
C25H52 + O2 --> CO2 + H2O
Write the balanced chemical reaction.
C25H52 + 38 O2 --> 25 CO2 + 26 H2O
Homework Day Four
Explain what happened in that mountain village we described in class. You explanation will need to include detail that includes density and molecular weight of gases.
Carbon dioxide was released into the air which then killed the people in the valley. Sulfur dioxide, carbon dioxide, and hydrogen fluoride are some of the volanic gasses that are given off and are the biggest threat to humans. Carbon dioxide is a heavy gas and puts out 30% of co2 into the air. Sulfur dioxide depends on the weather rather than the gas.
Carbon dioxide was released into the air which then killed the people in the valley. Sulfur dioxide, carbon dioxide, and hydrogen fluoride are some of the volanic gasses that are given off and are the biggest threat to humans. Carbon dioxide is a heavy gas and puts out 30% of co2 into the air. Sulfur dioxide depends on the weather rather than the gas.
Thursday, January 13, 2011
Day Four: Activity Five
How much pressure do you place on someone when you stand of them?
186 lbs/12 in^2 = 15.5 lbs/in^2
lbs = 186
in^2 = 12
I would exert 15.5 lbs/ in^2
186 lbs/12 in^2 = 15.5 lbs/in^2
lbs = 186
in^2 = 12
I would exert 15.5 lbs/ in^2
Day Four: Activity Four
Why did the balloons get bigger when the pump was turned on?
The balloons got bigger when the pump was turned on because it was putting pressure on the balloons making them expand. The pumps job is to move molecules, take them out. So it was trying to pulling the molecules in the balloons out therefore they expanded.
What was happening at the molecular level?
The molecular level would be rising, because the molecules are moving more and expanding.
The balloons got bigger when the pump was turned on because it was putting pressure on the balloons making them expand. The pumps job is to move molecules, take them out. So it was trying to pulling the molecules in the balloons out therefore they expanded.
What was happening at the molecular level?
The molecular level would be rising, because the molecules are moving more and expanding.
Day Four: Activity Three
What is Soap?
Show a chemical structure for soap.
Soap is a salt of a fatty acid.
Show a chemical structure for soap.
Soap is a salt of a fatty acid.
Day Four: Activity Two
Show the chemical structure of Vitamin C and Vitamin E and describe which one is water soluble and which is fat soluble.
Vitamin C:
Vitamin E:
Vitamin C is water soluble and Vitamin E is fat soluble. Vitamin C is water soluble because you can pee it out it comes right out of your body. Vitamin E is a fat soluble because it stores in the body it doesn't come right out.
Vitamin C:
Vitamin E:
Vitamin C is water soluble and Vitamin E is fat soluble. Vitamin C is water soluble because you can pee it out it comes right out of your body. Vitamin E is a fat soluble because it stores in the body it doesn't come right out.
Day Four: Activity One
What is the chemicals and their structures that make up cardboard?
It is made up of a heavy wood-based paper and paper is produced by the compression of fibres. The fibres are usually natural and based on cellulose.
What is the chemicals and their structures that make up styrofoam?
What is the chemicals and their structures that make up waxes?
Paraffin wax refers to a mixture of alkanes that falls within the 20 ≤ n ≤ 40 range; they are found in the solid state at room temperature and begin to enter the liquid phase past approximately 37°C. Waxes are insoluable in water but soluble in petroleum based solvent.
Explain why water is attracted to cardboard and not styrofoam.
Cardboard has OH type bonds so it attracts to the H2O bonds. Then styrofoam is made up of polystyrene and that wicks water away. There is no charge in certain molecules with styrofoam so there is no attraction to the water.
It is made up of a heavy wood-based paper and paper is produced by the compression of fibres. The fibres are usually natural and based on cellulose.
What is the chemicals and their structures that make up styrofoam?
Polystyrene consists of a long chain of hydrocarbons which are connected by phenyl groups (phenyl is the name given to benzene when it is bonded to other things made of carbon). As an aromatic hydrocarbon, it burns with an orange-red flame and gives off soot. When completely oxidized, polystyrene only yields carbon dioxide and water.
What is the chemicals and their structures that make up waxes?
Paraffin wax refers to a mixture of alkanes that falls within the 20 ≤ n ≤ 40 range; they are found in the solid state at room temperature and begin to enter the liquid phase past approximately 37°C. Waxes are insoluable in water but soluble in petroleum based solvent.
Explain why water is attracted to cardboard and not styrofoam.
Cardboard has OH type bonds so it attracts to the H2O bonds. Then styrofoam is made up of polystyrene and that wicks water away. There is no charge in certain molecules with styrofoam so there is no attraction to the water.
Wednesday, January 12, 2011
Homework Day Three
Mixed with water | Doesn’t mix with water | |
Glass | Hydrogen peroxide | Olive oil |
Mouthwash | Rubbing alcohol | |
Dish soap | ||
Plastic | Hairspray | Jelly |
Pink wine | Vinaigrette | |
Ketchup |
Conclusion: The liquids that mixed with water on glass were hydrogen peroxide and mouthwash. These both are made up with a majority of water so we think this is why they mixed with water. These are showing a molecular attraction and strong chemical bonds.
The liquids that didn’t mix well with water were olive oil, rubbing alcohol and dish soap. With the olive oil and rubbing alcohol the water separated completely where as with the soap, the water collected around it. We think this didn’t mix well because it has a thicker consistency. These liquids lack a chemical bond with one another. They are repulsive of each other.
The liquids that mixed with water on plastics were hairspray and pink wine. We think that these mixed well because they are have a lot of water in them and a strong scent. These chemicals are showing a strong molecular attraction.
The liquids that didn’t mix well with water were jelly, vinaigrette and ketchup. We think that these did not mix well because they are thick. With the jelly and ketchup, the water ran over the top but the color somewhat dispersed into the water too. The vinaigrette stayed in one puddle with bubbles all over. These chemicals are made of different things and there for repulse one another in the water.
Day Three: Activity 3
List the common units for mass, volume, and length in the metric system
Mass: kilograms
Volume: liters
Length: Centimeters, inches, feet, yards, miles
List the common prefixes for "big" metric items and "small" metric items.
Big: gallons, yards, miles
Small: kg, centimetersConvert 12 inches into 1 m.
12 inches/1 x 1 meter/39.37 inches = 0.305 meters
Convert 30 mpg to km/l.
30 miles/1 gallon x 1.61 km/1 mile x 1 gallon/3.79 liters = 30 x 1.61/3.79 = 12.744 km/l
Day Three: Activity 2
Would you give DHMO to your mother?
No, I do not want to alter, disrupt, denature, or mutate anything in my mother's body!
Do you think the government should research (spend money) to better understand health affects of DHMO?
No, this site looks fake and doesn't look ligament. Why would anyone take this if it alters, disrupts, denatures and mutates things in someone, doesn't sound like a good thing!
Scientific method on the mother question...
Ask the question: What is DHMO? What will it do? Is it good or bad? Should I give it to my mother?
Research it! Read up on it, ask others about it, ask doctors or physicians.
Hypothesis: If DHMO mutates DNA, denature proteins, disrupts cell membranes, and chemically alter critical neurotransmitters then how is this safe to give to my mother.
Test it! DO an experiment to figure out why it is good or bad. Maybe on an animal?
Collect data and draw an conclusion on if it is good or bad for your mother and if you would give it to her.
Communicate the results so others can figure out if this is good or bad or if they could give it to their mothers.
No, I do not want to alter, disrupt, denature, or mutate anything in my mother's body!
Do you think the government should research (spend money) to better understand health affects of DHMO?
No, this site looks fake and doesn't look ligament. Why would anyone take this if it alters, disrupts, denatures and mutates things in someone, doesn't sound like a good thing!
Scientific method on the mother question...
Ask the question: What is DHMO? What will it do? Is it good or bad? Should I give it to my mother?
Research it! Read up on it, ask others about it, ask doctors or physicians.
Hypothesis: If DHMO mutates DNA, denature proteins, disrupts cell membranes, and chemically alter critical neurotransmitters then how is this safe to give to my mother.
Test it! DO an experiment to figure out why it is good or bad. Maybe on an animal?
Collect data and draw an conclusion on if it is good or bad for your mother and if you would give it to her.
Communicate the results so others can figure out if this is good or bad or if they could give it to their mothers.
Day Two: Activity 2
Describe the behaviors of electrons.
Electrons are made up of particles and waves and they collide with other particles and are diffracted like light.
Electrons can dwell at various energy levels within an atom. When electrons move from one energy level to another, they either absorb or emit a photon. Electrons in different atoms have different energies associated with their energy level transitions. Electrons are often torn loose from their parent atoms. Such "free electron" can be accelerated, because of the electron's charge, to very high speeds and energies by electrical and magnetic fields
http://www.windows2universe.org/physical_science/physics/atom_particle/electron.html
Implications/Applications?
Electrons are made up of particles and waves and they collide with other particles and are diffracted like light.
Electrons can dwell at various energy levels within an atom. When electrons move from one energy level to another, they either absorb or emit a photon. Electrons in different atoms have different energies associated with their energy level transitions. Electrons are often torn loose from their parent atoms. Such "free electron" can be accelerated, because of the electron's charge, to very high speeds and energies by electrical and magnetic fields
http://www.windows2universe.org/physical_science/physics/atom_particle/electron.html
Implications/Applications?
Day Three: Activity 1
Talk about process regarding car that does not start, what do you do?
I would first try to figure out what the problem could be and I would need to stay calm. Also if I was supposed to be in class I would try to contact someone within my class and let them know I wouldn't be there for a while or not at all, then email the teacher as soon as possible. I would then observe smell, look, listen to make an educated guess at what the problem could be. I would think about if I was out of gas or if I was low on gas and the gas could have froze in the tank. If I thought I was low on fuel I would honestly call my brother who lives in town and ask him what I would do. He would most likely tell me that I need to go get some Heat and then most likely he would bring me some gas. Then we would try and start my vehicle. The other problem could be that a light or my headlights were left on and the battery went dead. Then I would have my roomie or someone that was around pull up to my car and and jump start it letting it run for a while to charge up the battery. This would be a lesson for me to always make sure my gas tank is full and that in the winter I need to add Heat to it to make sure the gas tank never freezes up. I would also make sure I always have my lights and headlights off and all the doors on my car were shut before I leave my vehicle. My care has done this to me before only it was in the spring so I had a friend come jump start my car and that fixed my problem, I must have left the dome light in within my car.
I would first try to figure out what the problem could be and I would need to stay calm. Also if I was supposed to be in class I would try to contact someone within my class and let them know I wouldn't be there for a while or not at all, then email the teacher as soon as possible. I would then observe smell, look, listen to make an educated guess at what the problem could be. I would think about if I was out of gas or if I was low on gas and the gas could have froze in the tank. If I thought I was low on fuel I would honestly call my brother who lives in town and ask him what I would do. He would most likely tell me that I need to go get some Heat and then most likely he would bring me some gas. Then we would try and start my vehicle. The other problem could be that a light or my headlights were left on and the battery went dead. Then I would have my roomie or someone that was around pull up to my car and and jump start it letting it run for a while to charge up the battery. This would be a lesson for me to always make sure my gas tank is full and that in the winter I need to add Heat to it to make sure the gas tank never freezes up. I would also make sure I always have my lights and headlights off and all the doors on my car were shut before I leave my vehicle. My care has done this to me before only it was in the spring so I had a friend come jump start my car and that fixed my problem, I must have left the dome light in within my car.
What is the Scientific Method, explain the process and steps?
Scientific method is a bunch of different techniques for investigating an observable occurrence, which consists of collecting data through observation and experimentation. You then formulate a hypotheses and test it. The first step is to ask a question. The second step is to do background research, then you need to construct a hypothesis. The hypothesis should be a "If....then" statement. The fourth step is to test your hypothesis by doing an experiment. Once you do your experiment then you need to anaylze your data and draw a conclusion. If your hypothesis is false you will need to state a new hypothesis and try again. (Trial and error). The last step is to communicate your results.
http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml
Scientific method is a bunch of different techniques for investigating an observable occurrence, which consists of collecting data through observation and experimentation. You then formulate a hypotheses and test it. The first step is to ask a question. The second step is to do background research, then you need to construct a hypothesis. The hypothesis should be a "If....then" statement. The fourth step is to test your hypothesis by doing an experiment. Once you do your experiment then you need to anaylze your data and draw a conclusion. If your hypothesis is false you will need to state a new hypothesis and try again. (Trial and error). The last step is to communicate your results.
http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml
Relate the scientific process to the experiment that you performed on surfaces and liquids.
Last night I used the scientific process to experiment with liquids and surfaces by first asking the questions, "what surfaces will I test on and what will I test?" I experimented with two different surfaces; first I tested on a mirror then I tested on a plastic bag. I picked different things around my apartment that I wanted to experiment with, once I got them all in front of me I made a educated guess or a hypothesis on what I thought was going to happen with each item I added water to. An example would be "If I spray olive oil on the mirror and then add water it will separate into two different areas." Then I conducted the experiment by spraying the mirror with some olive oil then I slowly poured some water onto the top. My hypothesis was correct the oil and water did separate. To collect data I took a picture of each experiment and wrote a description of what happened. After I did all the ten different combinations I could then draw my conclusions and communicate my results.
Last night I used the scientific process to experiment with liquids and surfaces by first asking the questions, "what surfaces will I test on and what will I test?" I experimented with two different surfaces; first I tested on a mirror then I tested on a plastic bag. I picked different things around my apartment that I wanted to experiment with, once I got them all in front of me I made a educated guess or a hypothesis on what I thought was going to happen with each item I added water to. An example would be "If I spray olive oil on the mirror and then add water it will separate into two different areas." Then I conducted the experiment by spraying the mirror with some olive oil then I slowly poured some water onto the top. My hypothesis was correct the oil and water did separate. To collect data I took a picture of each experiment and wrote a description of what happened. After I did all the ten different combinations I could then draw my conclusions and communicate my results.
Tuesday, January 11, 2011
Homework Day Two
Observation #1
Surface: glass
Liquid: cooking spray and water
Observation: doesn't mix, went to side
Observation #2
Surface: glass
Liquid: hydrogen peroxide and water
Observation: mixes together
Observation #3
Surface: glass
Liquid: rubbing alcohol
Observation: Immediately separates
Observation #4
Surface: glass
Liquid: mouthwash and water
Observation: mixes and turns mouthwash very clear (turns from green to clear)
Observation #5
Surface: glass
Liquid: water and dish soap
Observation: ran over the top of the water and doesn't mix. The soap makes some what of a circular shape in the water.
Observation #6
surface: plastic
liquid: hairspray and water
observation: the hairspray mixed with the water but fizzed a little bit as we sprayed it
Observation #7 surface: plastic
liquid: jelly and water
observation: water forms circle around jelly and the water changes to the jelly color (pinkish)
Observation #8
surface: plastic
liquid: vinaigrette dressing and water
observation: vinaigrette separates from oil but oil is very distinct separation from the vinegar and water.
Observation #9
surface: plastic
liquid: ketchup and water
observation: the water turns to some red color from the ketchup and some forms of ketchup float away from the big chunk.
Observation #10
surface: plastic
liquid: pink wine and water
observation: wine mixed with water and the colors go together. Liquid is a light pink color.
Surface: glass
Liquid: cooking spray and water
Observation: doesn't mix, went to side
Surface: glass
Liquid: hydrogen peroxide and water
Observation: mixes together
Surface: glass
Liquid: rubbing alcohol
Observation: Immediately separates
Observation #4
Surface: glass
Liquid: mouthwash and water
Observation: mixes and turns mouthwash very clear (turns from green to clear)
Surface: glass
Liquid: water and dish soap
Observation: ran over the top of the water and doesn't mix. The soap makes some what of a circular shape in the water.
Observation #6
surface: plastic
liquid: hairspray and water
observation: the hairspray mixed with the water but fizzed a little bit as we sprayed it
liquid: jelly and water
observation: water forms circle around jelly and the water changes to the jelly color (pinkish)
surface: plastic
liquid: vinaigrette dressing and water
observation: vinaigrette separates from oil but oil is very distinct separation from the vinegar and water.
Observation #9
surface: plastic
liquid: ketchup and water
observation: the water turns to some red color from the ketchup and some forms of ketchup float away from the big chunk.
surface: plastic
liquid: pink wine and water
observation: wine mixed with water and the colors go together. Liquid is a light pink color.
Day Two: Activity 4
What elements make up water?
Hydrogen and Oxygen
Hydrogen and Oxygen
Is water an ionic compound or a covalent compound?
Water is a covalent compound.
What is the shape of water?
Water is a "v" shaped molecule.
Why does water stick to itself?
Because the hydrogen bonds help hold it together. Opposites attract!
Why does water not stick to or mix with oil?
Day Two: Activity 3
Describe covalent and ionic bonding?
Covalent bonding is a form of chemical bonding between two non metallic atoms which is charaterized by the sharing of pairs of electrons between atoms and other covalent bonds.
What is electronegativity?
Electronegativity is the tendency of an atom or radical to attract electrons in the formation of an ionic bond
List the electronegativity values for H, Na, Cl, and O.
H: 2.1
Na: 0.93
Cl: 3.16
O: 3.44
Covalent bonding is a form of chemical bonding between two non metallic atoms which is charaterized by the sharing of pairs of electrons between atoms and other covalent bonds.
What is electronegativity?
Electronegativity is the tendency of an atom or radical to attract electrons in the formation of an ionic bond
List the electronegativity values for H, Na, Cl, and O.
H: 2.1
Na: 0.93
Cl: 3.16
O: 3.44
Day Two: Activity 2
Describe the behavior of an electron.
Electrons have properties of both particles and waves, so they can collide with other particles and be diffracted like light.
http://en.wikipedia.org/wiki/Electron
Electrons can dwell at various energy levels within an atom. When electrons move from one energy level to another, they either absorb or emit a photon. Electrons in different atoms have different energies associated with their energy level transitions. Electrons are often torn loose from their parent atoms. Such "free electron" can be accelerated, because of the electron's charge, to very high speeds and energies by electrical and magnetic fields.
http://www.windows2universe.org/physical_science/physics/atom_particle/electron.html
Electrons have properties of both particles and waves, so they can collide with other particles and be diffracted like light.
http://en.wikipedia.org/wiki/Electron
Electrons can dwell at various energy levels within an atom. When electrons move from one energy level to another, they either absorb or emit a photon. Electrons in different atoms have different energies associated with their energy level transitions. Electrons are often torn loose from their parent atoms. Such "free electron" can be accelerated, because of the electron's charge, to very high speeds and energies by electrical and magnetic fields.
http://www.windows2universe.org/physical_science/physics/atom_particle/electron.html
Day Two
Describe something that you have learned.
I learned how to French braid hair.
How did that process occur?
I knew how to braid so my step sister said if you can braid you can learn how to French braid. So she helped me by doing a French braid in my cousins hair first, she went really slow and showed me what she did with every piece of hair. As she was braiding she was also telling me what she was doing, so I heard and saw what I needed to do. She would tell me that I would add more hair with every braided piece so eventually all of the hair would be braided together. Then she took it out, as she took it out I watched how the hair became unbraided to better help me see how it was braided together, she told me to try. It took me all summer to learn and perfect it, but I had to keep practicing. I made a lot of mistakes and had to start over but I really wanted to learn so I kept trying and retrying. I started out with long hair because it is the easiest to braid, then I moved on to shorter hair which I am still working on how to perfect it. I had to have a lot of patience and I learned that my French braids might not always look like my step sister's or other people's French braids. Now the next step is for me to learn how to French braid my own hair!
I learned how to French braid hair.
How did that process occur?
I knew how to braid so my step sister said if you can braid you can learn how to French braid. So she helped me by doing a French braid in my cousins hair first, she went really slow and showed me what she did with every piece of hair. As she was braiding she was also telling me what she was doing, so I heard and saw what I needed to do. She would tell me that I would add more hair with every braided piece so eventually all of the hair would be braided together. Then she took it out, as she took it out I watched how the hair became unbraided to better help me see how it was braided together, she told me to try. It took me all summer to learn and perfect it, but I had to keep practicing. I made a lot of mistakes and had to start over but I really wanted to learn so I kept trying and retrying. I started out with long hair because it is the easiest to braid, then I moved on to shorter hair which I am still working on how to perfect it. I had to have a lot of patience and I learned that my French braids might not always look like my step sister's or other people's French braids. Now the next step is for me to learn how to French braid my own hair!
Monday, January 10, 2011
Homework
Helium
Atomic number: 2
Mass: 4.0026
The pink yogurt containers are positive protons. The purple yogurt containers are the neutrons. The red yogurt containers on the outside are electrons.
Day One: Activity 3
What is an Atom?
What is the size of an atom?
An atom is around 1 nanometer or 100 pictometers
The basic unit of matter.
What are the particles that make up an atom, list their mass and charge?
The make up of an atom are protons, neutrons and electrons. Electrons are a negative charge and are tiny in light in weight. Protons carry a positive charge are more heavy. Neurtons carry a neutral charge of zero.
What is the size of an atom?
An atom is around 1 nanometer or 100 pictometers
What is the shape of an atom, where are the particles?
The shape of an atom is a sphere. It is determined by how the electrons orbit. The protons and neurtons are in the center.
The shape of an atom is a sphere. It is determined by how the electrons orbit. The protons and neurtons are in the center.
What are the characteristics of electrons?
Symbol -e
Charge-negative charge
Mangnitued-1.6022 x 10
Relative charge-1
Relative mass-1
Absolute mass- 9 x 10 @-24g
Mass of electron: 1.1 x 10^-31 kg
Radius- 10^15 cm
Density- 2.17 x 10^17
Symbol -e
Charge-negative charge
Mangnitued-1.6022 x 10
Relative charge-1
Relative mass-1
Absolute mass- 9 x 10 @-24g
Mass of electron: 1.1 x 10^-31 kg
Radius- 10^15 cm
Density- 2.17 x 10^17
Day One: Activity 2
What is Atomic Mass?
Atomic mass is the total mass of protons, neutrons, and electrons in a single atom. Mass of 1 mole of atoms.
What is a dozen?
A dozen is 12.
What is a case?
A case is 24.
What is a gross?
A gross is a dozen dozens which is used for bigger numbers. Gross = 144
What is a mole?
A mole is the standard scientific unit used when dealing with atoms in macroscopic quantities.
One mole 6.02 x 10 ^23
How many planet earth's are needed to have a mole of people?
Mole 6.02 x 10^23
Planet Earth 6 x 10^9
X x 6 x 10^9 = 6.02 x 10^23
X = 6.02 x 10^23/ 6 x 10^9
X = 1 x 10^14
X = 100,000,000,000,000
Na Sodium intake for the day?
1500 mg = 1.5 g
23 g Na Atoms/ 1 mole of Na Atoms
0.06 mole Na Atoms x 6.02 x 10^23 Na Atoms/1 mole Na Atoms = 6.02 x 10^23/10 = 6.02 x 10^22
Atomic mass is the total mass of protons, neutrons, and electrons in a single atom. Mass of 1 mole of atoms.
What is a dozen?
A dozen is 12.
What is a case?
A case is 24.
What is a gross?
A gross is a dozen dozens which is used for bigger numbers. Gross = 144
What is a mole?
A mole is the standard scientific unit used when dealing with atoms in macroscopic quantities.
One mole 6.02 x 10 ^23
How many planet earth's are needed to have a mole of people?
Mole 6.02 x 10^23
Planet Earth 6 x 10^9
X x 6 x 10^9 = 6.02 x 10^23
X = 6.02 x 10^23/ 6 x 10^9
X = 1 x 10^14
X = 100,000,000,000,000
Na Sodium intake for the day?
1500 mg = 1.5 g
23 g Na Atoms/ 1 mole of Na Atoms
0.06 mole Na Atoms x 6.02 x 10^23 Na Atoms/1 mole Na Atoms = 6.02 x 10^23/10 = 6.02 x 10^22
Day One
What do the numbers represent?
Upper Left numbers?: Atomic Number; it keeps track of the number of protons.
Upper Right numbers?: Atomic Mass; is the weight of the atom.
Mg- What is this? Magnesium The letters represent the symbol for each element.
What is the difference between Na & K?
Na: Salt
K: Potassium
The difference between these is that their chemical composition, color, and density are different. They both have a different atomic number as well as a different atomic mass.
http://simple.wikipedia.org/wiki/Periodic_table
http://en.loadtr.com/Periodic_Table_could_have-438617.htm
Upper Left numbers?: Atomic Number; it keeps track of the number of protons.
Upper Right numbers?: Atomic Mass; is the weight of the atom.
Mg- What is this? Magnesium The letters represent the symbol for each element.
What is the difference between Na & K?
Na: Salt
K: Potassium
The difference between these is that their chemical composition, color, and density are different. They both have a different atomic number as well as a different atomic mass.
http://simple.wikipedia.org/wiki/Periodic_table
http://en.loadtr.com/Periodic_Table_could_have-438617.htm
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