Andrew+R.

What is science?
What is Science? Well to answer this I would say it is the study of living and non living things on this planet. Scientist study anything from ants to wood. They go through a special amount of steps to figure out science. Some steps to figuring out science are problem solving, hypotheis, and having fun.

In the real world scientist..... study many things like ants,tigers, and dead skin they go above and beyond. They find out the advanced logic to teach us about the world. Scientist go through steps to classify the animal like its name,phylum group, and its age.

In science class we...... do expirements and observe diffrent objects for instance blood. We try to act like scientist as much as possible. We do everything exactly like scientist, for example we write hypotheisis, problem solve, and act as much as a scientist as possible.

The pupose of this website is..... to share our ideas with the world, and our classmates. For instance I might not get something my classmates might know so I look at theres to find out. The website is to help. . My lab saftey project: Enjoy :0 My project that I decided to do was a power point. I did a power point beacsue it seemed as the best and most effective way of learning. My power point was mainly focused on chemical saftey. I did chemical saftey, becasue I felt as it was the most important part of lab saftey.

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My life as a Lion:

Wikispace questions? Voki: So my first assignment I did was voki, the point of this voki was to introduce my wikispace. I picked voki because it seemed like it would attract many people to my wikispace, and it would be a new interesting tool to learn how to use. The purpose of my voki was to introduce my wikispace in a cool, and exciting new way. I want my reader to learn what is on my wikispace. What is science?: This assignment was to answer questions in a scientist point of view. It was a 4 question paper, about science that we had to do. I didn't use a multimedia tool, I just typed. The purpose of what I posted was for kids to learn what science really was. My power point: This assignment was to make some kind of presentation about lab safety. I decided to go with a power point it seemed like the easiest, and coolest way to present. The purpose of my power point was for kids to learn about chemical safety. My life as a lion: This assignment was to describe what you like, and the kind of person you are in a picture. I used a power point slide and saved it as a jpg image. I used it because it was the easiest. The purpose of what i posted was for people to be able to know me better. Measurements paragraph :

Measurements beginning

Who developed the first well known systems of measurements you may ask? Well, to answer that question I would say the ancient Egyptians did in 1400 b.c. The Egyptians invented a simple balance with a pointer. They were the first to develop a standard measuring of length; they had a theory of a cubit. I know you are saying, “What is a cubit?” Well, a cubit is the distance from your elbow to your middle finger. This is system was later on made better by the “Merchants” in 640 b.c. They developed grams, and kilograms. They used this system to measure gold and silver. In 200 b.c the Chinese’s developed weight, length, volume. The man to design this system was shih huang ti, he was the first emperor of china. Then later on in ad 700, during the reign of Ethelbert the second, in England they developed area. There word for area was “acre.” Then in ad 789 the first standard units of length was invented. The standard unit of length was translated as ”Charlemagne’s pound.” Then later on in ad 1774, in Germany a man named Gabriel Fahrenheit invited the very first thermometer. Wow I did not know that we got the name Fahrenheit from a man’s name. Then the last development of measuring was in ad 1983 in France. When the international Bureau of weights and measures, came out and it defined a single set of units that Is the same everywhere. Reflection Today we did a lab that was rather interesting, and very complicated. The lab was on changes of state and viscosity. The lab was to be done on a computer, and by your self. For example we looked at olive oil, and water. Which one would sink first? Well this is what we did in this lab; we took liquids and see which one was thicker, and which one was a thinner liquid. Of course you had to mess around with the temperature, when you change the temperature of something it causes it to get thinner. I would give this lab a 7 out of a 10. The reason I did not like this lab much was because it took a lot of brain storming. I would prefer a lab like this instead of reading out of a boring old book.



Reflection: Today we did a lab that involved patience, smarts, and paying attention. When I say patience I mean you would have to be able to deal with the slow speed of the computer. The lab was based on adding pressure, and decreasing pressure. It also had involved increasing temperature, and decreasing it. I would give this assignment a 6/10. I give it this because it was a very difficult lab, to try to figure out. I learned that I need to have much more patience and that when I increase temperature I also increase volume.

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Lab refelction on ice: Introduction: Today we did a lab on melting point of ice. This lab was not just to be used for ice it can also be used for many other things for example dry ice. The purpose of this lab was to see if when the temperature increases or decreases if it affects the melting point of the ice. We did a lab that involved putting ice into water, and seeing which one would melt first. We put the ice into two cups one had room temperature, and one has hot water. We had to see in which one the ice melted first.

Problem: How does the temperature of the surroundings affect the rate at which it melts?

Hypothesis: The higher the temperature the faster it melts, the lower the temperature the slower it melts.

Materials: Thermometer

2. 2 plastic cups about 200 ml each

3.2 stirring rods, preferably plastic

4. Ice cubs about 2cm on each side

5. Warm water about 40-45 degrees Celsius

6. Water at room temperature

7. Stopwatch or timer

Procedure: 1. in your notebook Make a data table

2. Fill a cup up halfway with warm water [about 40-45 degrees] Fill the second cup up with the same depth at room temperature water.

3. Recrod the exact temperature of the water in each cup

4. Obtain 2 ice cubes that are close to possible in size

5. Place one piece of ice in each cup. Begin timing the stopwatch. Gently stir each cup with a stirring rod until the cubes melt.

6. Obesrve both ice cubes carefully. At the moment when ice cube had completely melted record the time and the temperature of the cup.

7. Wait for the second ice cube to melt Record its melting time and the water temperature.

Data and observations: I realized that when you increase the temperature of the water the faster it melts, and when you decrease the temperature the slower it melts. Here is my graph to prove it.


 * || Beginning temp || Time of melting point || Final temp ||
 * Cup 1 || 23 degrees Celsius || 4:39 four minutes 39 seconds || 15 degrees Celsius ||
 * Cup 2 hot water || 43 degrees Celsius || 1 minute 41 seconds || 30 degrees Celsius ||

Results: I got the exact results that I thought I would get. They came out perfect I like to believe that my hypothesis was correct. I got the conclusion that the higher the temperature the faster it melts. The lower the temperature the slower it melts. We used tools like probes,themometers,beakers,and water. In this lab we were trying to measure how long it took for ice to melt.The 2 main varibles we looked at was time and tempature. In each cup temperture increased and decreased depending on the temperture of the water.

Conclusion: To look back at this lab I would say that it was my favorite. I liked on how it was very simple, and that it was a very interactive lab. It required a pretty good amount of steps, but they were fun. Our hypothesis was "the higher the temperature the faster it melts, the lower the temperature the slower it melts." My hypothesis was correct, and I know it is because we did it more than once, and we have a graph to prove it. From the begging i knew what was going to happen when the ice melted. Me and aidan knew it was true,because we tested the lab more than once. The cup where tempature changes the most was the 2nd and fourth cup. This happened because at first the water was hot then it cooled down.When the molecules gained energy to over come the forces holding the ice together was thermal energy. I could time the exact time when the ice melted pretty good,because we put the themomter in the cup, as soon as we started the timer. The only bad thing i might of done was shake the water when we timing it.


 * || Beginning temp || Time of melting point || Final temp ||
 * Cup 1 || 23 degrees Celsius || 4:39 four minutes 39 seconds || 15 degrees Celsius ||
 * Cup 2 hot water || 43 degrees Celsius || 1 minute 41 seconds || 30 degrees Celsius ||


 * || Beginning temp || Time to melt || Final temperature ||  ||
 * Cup 3 || 18.8 degrees Celsius || 3:00 minutes || 13.6 degrees Celsius ||  ||
 * Cup 4 || 18.4 degrees Celsius || 2:07 2 minutes ,7 seconds || 25.9 degrees Celsius ||  ||

Discussion: One of the factors we may have done wrong was that we shaked the cup way to much, different size ice cubes,miss reading the thermometer. The size of the cubes might have played the biggest part in the sources of errors because we may have timed a small ice cube,and a big ice cube. The smalIer one would have taken less time to melt.I didn’t believe that we didn’t mess up to much, but then again you never know. The new equipment was one to i really didn't know how to use the probes at first,but as I did it I knew exactly what to do. When we were using the stopwatch we would stop the timer one second after the ice had melted, so that was a source of error. Same with the starting it on time we just didn't sync very well with the timer. That was the biggest source of errors for my group. One thing i noticed other groups doing is that they were not watching the ice melt,that was a definite factor. This experiement is important because some times our drink is to hot so we put a ice cube in it to cool it down.

Bohr model activity reflection: Today we did a lab on building atoms. To be honest i found this lab to whether diffulcult, the reason I founf it hard was because i didnt know how mnay protons and neutrons to put in the atom. It took me about 15 minutes just to figure out how to do the actual lab, after i figured it out I kept doing the models correct. In this lab I learned how to make a model, and how to figure how many protons and neutrons to put in the actual model. Over all I would give this lab a 7 out of 10. The reason for this review is because it was way to diffulcult to figure out at first. Element project:

**__Properties of metal paragraph__ **
 * Metals are founded all over in the world today. They are founded in the periodic **
 * table to the left of the zigzag line. There are approximately 95 metals in the periodic table. **
 * Metals show a wide range of chemical properties. The most reactive metals are found in **
 * group 1 which is the first column to the left. Metals contain the most elements. The **
 * elements in a row of the periodic table are in the same period. Metals are an amazing thing **
 * that could be found all over the world **

Element project: media type="custom" key="11784518" History: media type="custom" key="11798808" Alka lab:

Today we did a fun and exciting lab. The purpose of the lab was to find out how temperature affects the speed of chemical reaction. What is a chemical reaction? A chemical reaction is a process where substances undergo chemical change forming new substances with different properties. Some examples of chemical reactions are substance change, color change, bubbling, and perception. My original predication was **__using how water out of the tap, the rate of reaction will be three times faster.__** We had three trials in this lab our second trial was by far the slowest. In our first try we dropped the tablet into a cup 83.1 degrees Celsius it melted in 18 second. The color changed very fast, but it did not dissolve for a while. In the second trial, the cup was filled with room temperature water at 15.7 degrees Celsius and the tablet took 69 seconds to dissolve. In the third trial the water was at 0.2 degrees Celsius and the tablet took 204 seconds to dissolve. In this trial the color changed slowly, and the bubbles took a long time to bubble. One thing I learned in this experiment is that when temperature is increased, the chemical reaction occurs faster. Popplet:media type="custom" key="12359982"

Popplet summary:

In class we were assigned a compound to research, and make a model on. We had to make a popplet which we had never used before so it was a new web tool. Popplet wasn’t a very hard tool to use, because it was like using prezi {a web tool we had used before}.I had no trouble at all making a popplet on Sulfuric Acid it was easy, and a fun new tool I was able to use. We had to research 4 parts to the element its history, examples of the compounds, atomic structure, and its type of bond. One thing I learned from this activity is that Sulfuric Acid is a covelant bond meaning that it shares its atom. Overall I found this activity to be a fun, and new exciting way to learn how to use a new tool.

Chemical bonding activity: Yesterday in class we did a activity in class called " chemical bonding activity." In this lab we had to make a compound using valence electrons. We had to make 16 compounds using eight valence electrons each. Overall I found this activity to not be the best activity in the world. When i say this I do not mean it was a bad activity it just wasnt my favorite. This was a very easy simulation that took very little thinking the had part was drawing the compound on our paper, and that was still very easy. In this simulation I learned on how to make a model of a compound on a online simulation. Overall I found this activity to be a ok one, the reason for this is that it was way to easy.

Conclusion:

In the beginning of the lab I made a guess on if solids or liquids would dissolve faster. My hypothesis was that the solids would dissolve faster than the liquids, and it was wrong. That was fine though because that is part of being a scientist. The real answer was that neither dissolves faster in water at room temperature. The reason for this is that some solids and some liquids dissolve faster in water then each other. Both of them have some that dissolve more than each other. Water is formed by a covalent bond in which electrons are shared unequally causing it to be polar. Molecules react in water in many different ways. It really depends on what you put in it. When a substance dissolves you can not see it anymore it is almost as if it disapered. This is just one indication that shows it has dissolved. This happens because whenever a sollution forms, particles of the solute leave each other, and become surronded by particles of the solvent. When salt is dissolved in water this happens. Solubility is important in our lives because its like a person if you mix well with them you can be their friend, and if not their enemy. Results: In this experiement we did one trial of each for each substance, so in total we did 10 trials. We used very few instruments in this experiemnt using a stiring rod, and a pitcher. In this expereimnt we were trying to measure if some materials would dissolve in water or would not dissolve. The varibles we were looking at were soluble vs non soluble. We were trying to see if a given materials would dissolve in water. In beaker 1 it dissolve fast, and when it finsihed dissolving we noticed it was saturated. In beaker 2 it was soluble, and easy to notice same with beaker 3. In beaker 4 with the pepper it did not dissolve because it was a suspension same with beaker 5. In beaker 6 and 7 it dissolved, and was easy to notice. In the final beaker it did not dissolve because it was a suspension. Rocket lab:media type="custom" key="16182096"

Scratch:media type="custom" key="18011702"

The last couple of days a activity called "scratch." Scratch is a tool used to program and edit characters in many ways. We were assigned to make a sire Issac Newton scratch. When I was making this project I wanted people to look at it and laugh, but also learn some fun facts.This tool was very easy at first, but on the second day I was completely confused in every way. I needed help so i asked Kennedy and sure enough I understood. On the last day on working on my scratch my project wouldn't work. So I asked Kennedy once again for help, and she did help me. One thing I like about scratch was how cool it looks at the end. One thing I didn't like was how if you miss one aspect your scratch is ruined. After all of this I liked it, and thats why I would make another project on Zombies 5. This is intrest to me cause I like playing video games. I like playing video games like Call of Duty and thats why I would make a project based on it.

Bio cube:
 * Today in class we did a activity called "Bio Cube." This was a exciting new way to present information in a whole new way. Bio Cube was a planner that requires 6 steps to complete. Bio Cube has 6 sides that has different content that explains one person in the end. It talks about the persons history, and how he over came it. I decided to do my bio cube on Galileo because he was a scientist who developed a telescope, and proved Kepler s theory to be true. Galileo went blind at the age of 72.**


 * Dipity:**

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