Matter

We first started off checking the homework. One of the questions I didn't really understand is, rubbing two pieces of paper together.Why does it heat up?Why does the temp. decrease over time? The part I didn't understand why the temp. decreased. It decreased because it is transferring all the thermal energy into the air. You wouldn't be able to feel the heat coming off the paper because it has to spread over a big area. There are not enough particles, or energy. The earth did negative heating to the paper.

We learned that heat isn't a thing, that it is a process.

Q=heating symbol

When you place a glass of lemonade(cold) into a bowl of hot water. Heating would occur, and internal energy of the lemonade would increase. Energy always travels high to low! Glass of lemonade does work on the bowl.

3 different types of heating-

We need to figure this out for homework. I think one of them is radiation.

The pictures are of the cold lemonade, in the hot bowl of water. The energy bar chart is showing the amount of thermal energy the bowl of hot water had.


By, Danielle Pagano
3rd blog

January 26, 2011

Today in class we talked about hot air and cold air and their affect on solids and liquids. We started by going over our homework. First, we went over the problem with the food coloring and the water. Most of us observed that the coloring spread quicker through the hot water, at a medium speed in room temperature, and slowly in the cold water. But why is this? Well, with the hot water, the particles are moving very fast all around the container so there is more room between these speeding particles for the coloring to dissolve into. With the cold water, the particles were moving very slowly so there wasn't a lot of room for the coloring to dissolve into which is why the dye set in slower than the hot water.

Then, we went over the problem with the water bottles. For this question, we needed to put a water bottle in the freezer and leave one water bottle at room temperature and wait for a few hours. After 3 hours we would check the results. We noticed that the room temperature bottle kept its shape and stayed normal, but the freezer bottle was a different story. The freezer bottle seemed to colapse on itself. This happend because there were more air particles in the freezer outside the bottle than there were inside the bottle. These outside particles had a stronger force than the inside particles causing the water bottle to look like the picture on the right. (Freezer bottle on the left, room remperature on the right)

Lastly, we had the ball and ring experiment. If you held the ball and ring perpendicular to each other, trying to get the ball through the ring, it would not fit. So how could we make it fit? What finley did was he put the ring in boiling water and put the ball in ice water. This made the ring expand, and it made the ball contract causing the ball to fit in the ring perfectly.

(picture in the left is original ball and ring, at the right is the ball after soaking in cold water)

Overall, we took in a lot of information today in class. We learned about why food dye spread quicker in some temperatures than in others (the reason gave me a little trouble), and how to make things expand and contract. Finley connected the things we learned today to a real life example of why we need to know this. He used the example of the bridge supports being oddly shaped. This was important because the bridge's metal could expand in the summer days but then contract again at night. These supports help the bridge stay up all year long. It's just something to think about next time you go over a bridge.

KS

January 24, 2011

Today in class we learned about density. We learned the symbol for density which is this:











We also talked about how to find the density of an object and the formula is Density = Mass / Volume.


Next we went on the Phet website to do a simulation on density. There was a few pages we had to fill out for classwork. In the simulation we were told the mass of an object in kilograms. Then we found out the volume in liters by putting the block in water to see how much it displaced the water and that was the volume. And to find the density we took the mass and divided it by Liters or the volume. We also had to determine if the block sunk or floated and if so how much. Water has a density of 1 kg / Liter and any block that was greater than that sunk because the density was greater than what water could hold up. If the amount of kg / L was less than that of water it floated. For example if the block had a density of .6 kg / L, the block would float and since that is less than the density of water. So the block would floating, but 60 percent of the block would be under water. I got 60 percent because .6 kg is 60% of the density of water which is one kg per Liter. Finally, what ever part of the pages we didn't finish was to be done for homework.


KM

Packet 1- 19- 11

Today and last Friday, we worked on a packet in class. The packet was mostly made up of finding the volume of different objects. Also, the packet asked questions such as how to find the volume of an object. The packet also talked about uncertainties. An uncertainty is + or - the measurement. Mr. Finley also said that we always have to use metric measurements i.e. centimeters and milliliters.
In the packet, we had to perform an experiment. We had to find two different ways to find the volume of the following objects: a dice, a coin, a transformer, and a ping pong ball. The two ways my group chose were to use a ruler to measure the object, or use a beaker. First, we would fill the beaker with about fifty milliliters of water. Then, we would drop the object in the water, and measure. Then we would subtract the new measurement by the old one to see the volume. The volume for the dice was 3 ml. The volume for the coin was 0.5 ml. The volume for the transformer was 24 ml. The volume of the ping pong ball is 20 ml.
The last couple of questions were about finding the volume of different objects such as, a bottle of soda, an ipod touch, an Xbox 360, and a bottle of cough syrup. Also, there was a question on how many minutes are in an hour, and how many hours are in a minute. There are sixty minutes in an hour and 0.06666666667 hours in a minute Mr. Finley wants this packet to be turned in.

This website explains how you can use a beaker to find volume:http://www.schools.utah.gov/curr/science/core/7thgrd/sciber7/matter/html/VOLUME.HTM
TR

Voume, Mass, and Density

Today we started by answering three questions after looking at this table.

Volume Mass

Most evacuted 1000g 900g

Open to air 1000g 1000g

Pumped with 1000g 1100g
air
a) What happened to the volume of the container when to you filled it with air?
The volume stayed the same because the measurements of the container stayed the same.

b) What happened to the mass of the container, when you filled it with air.
It became heavier because you added more air particles.

Then we drew particles pictures of each situation, Most Evacuated, Open to Air, and Pumped up with Air.

We then did a quick experiment like the one we did in our homework once with a balloon in a vacuum. This time though we used a glove, and when we sucked the air out of the container with the glove in it, the glove expanded. There wwere no air particles blocking it from doing so.

We then went and did two problems.

Problem:
You have two identical beakers. one has 90ml of salt water, which has a mass of 100g. The other has 100 ml of tap water, which has a mass 100 g.

a) Make a particle picture of both liquids.
b) Which is denser? How do you know?

Reason

You have a pice of aluminum that has a mass of 21.6 g. The aluminum rectangle has a height of 1cm, a width of 2 cm and a length of 4 cm. Other piece of aluminum with a mass of 32.4 g has a height of 2cm, a width of 2 cm and a length of 3 cm,

a) Make a particle picture of both pieces. Are they the same or different?
b) What is r=the volue of each block?
c) If the mass of the particles is 21.6g for 8cm cubed what is the mass of the particles in each centimeter of the aluminum?

For the rest of the of the problem check our hw for tonight.

We also defined density.

Density- the amount of particles in the same amount of space

The one that that still cinfuses me is the density part. I don't have an idea for a unit rate or radio. I can see that mass Density and volume are related, I'm just not sure how.

Videos-

Balloon in vacuum: http://www.youtube.com/watch?v=VoiimTycDy8&feature=related
Volume and Density: http://www.youtube.com/watch?v=rxb

DB (3rd Round)

Today in class we began talking about items that we have to know on the honors biology test and gave us a biofuel source type project example for the test. We then proceeded to begin back on our unit and Mr. Finley proceeded to burn a piece of paper on the floor and then stomped it out and we mad predictions in our groups wheather or not it weighed more or less after burned and the results that before it burned, it weighed .6 grams and burned a bit it weighed .5 grams.
Then Mr. Finley, continuing his destructive rampage decided to add sodium bicarbinite to water in a almost airtight bottle that was extremly thin but somewhat tall and it blew up. Then he put it in a big ziplock bag with the same exact volume and it did not blow up do to the fact it has space to expand. The following is a link to a similiar experiment with sodium bicarbonite.
http://www.Youtube.com/watch?v=wiZVC6P8vmU
CV

Today Mr. Finley first checked the homework from last night. Yesterday and today the main topic is about particles moving into open space.

Last night's homework: 1. consider the experiment: You pour 10 ml of salt into 100 ml of water. Today we are working on an experiment that is similar to the one from last night.

Today's experiment: We pour 10 ml of suger into 100 ml of water.
Someone had an idea that the water had more open space than a gas.
Based on that some predictions said: That the water should raise and the suger should dissolve.
Question: did 100 ml of water + 10 ml of suger = 110 ml?
Results: The total volume was not 110 ml. The suger dissolve and it went into the empty space of the water.

AR

Air Particles

Today in class we went over the homework, which was if your mom is making pizza down stairs and you are on the second floor, why can you smell the pizza. You can smell the pizza because the pizza particals are moving freely and up to the stair and into your room. But your brother next door to you can't smell it. This can be because his door is shut and the particals can't get into the room and he can't smell it.

Then, we did an experiment, Mr. Finley put some sort of smelling alcohol on a chair and had about 10 people stand around it. We said that the people in the front would smell it first and the people in the back would smell it last. The first two people to smell it were katie and i. then TJ and Anderson, then it went around the circle. Not everyone smelled it at the same time, and the particals moved at all different speeds. So they may have reached one person before they got to another person. In the end everyone smelled it except for connor. Particals move in random directions, they move at random speeds, and they move in all directions. When particals get light shun on them they get something like and energy boost and they speed up and go off in random directions.

JH

For today's class we continued talking about the liquid. Our disscusions are about how we could do our experiments to solve our problem. Right now we are talking about if we were to take away the light, the paper should still be wet. If is wet, we dissproved our hypothesis, but if it isn't wet our hypothesis is correct. As a class, we go on to our fith idea which is the paper obsorbed it. We would do this by measuring the mass of the paper before and after we put the water on it. If it is obsorbing it, then it should be heavier after you put the liquid on it. Before the experiment the paper was 2.8 and the after Jack dropped the liquid on it, the paper got heavier and it was 3.7. Our prediction was that after 8 minutes the paper should still be heavier. At our 4th check it is down it 3.4. At the 6th check it got even lower and it was 3.2.
We our watching a video on how the air is obsorbing the liquid. This guy put a wet piece of paper in a glass contanier with no air and the other just out in the paper. In the end, the one inside of the glass contanier dryed up faster. So what this means is that the air is soaking the alcohol.
Now, the paper went back to it's starting point which is 2.7. This means that the alcohol left slowly, not fast. We know this because each time we checked the mass was going down by either one or two grams. We need to figure out how it was going down slowly. Jack said that it was made up of different things. The smaller parts go first and the bigger go last. They also said that the bigger spots have different parts inside of the alcohol which means that it would take much longer to go.

KQ

Monday, January 3

Happy New Year!

After a brief discussion on Christmas gifts, we got one sheet of lined paper per table, then switched seats. Then Mr. Finley went to each table and dripped a little liquid (the class believed it was rubbing alcohol) and we observed what happened.

Mr. Finley said that the most simplest way of putting the observation would be to say that the liquid disappeared.

We then talked about mechanisms, or how something happens, and then the table groups came up with separate mechanisms. Some were silly, but they were considered mechanisms as long as they were testable. We shared them with the class. The four that we came up with were:

-Table soaked it up

-Paper soaked it up

-The air took it

-Light took it

We then made a chart similar to a t-chart about how we could test the mechanisms.

Mechanism Test Prediction

Table soaked it Repeat without paper Water stays on paper

Paper soaked it *Left blank* *Left blank*

Air took it Create a vacuum chamber Water stays on paper

Light soaked it Enter a room without light Water stays on paper

Prediction - a guess of the outcome

Vacuum - container where air (or other) can be soaked up

The only mechanism we were able to test was the first one. We repeated the feat, except without the table that time. (We hung the paper onto something that looked like a piece of rope on the ceiling.)

-EL