Angel

=== What is Science? Science is what you experiment on and observe. Science is also a type is closely linked to philosophy. It used to be a natural and physical science, and is implied with a pure mathematics. In this period it became more common to refer to natural philosophy as "natural science". Over the course of the 19th century, the word "science" became increasingly associated with the disciplined study of the natural world including physics, chemistry, geology, and biology. ===

=== In the real world scientist, the history of science, especially of the physical and biological sciences, was seen as a narrative celebrating the triumph of true theories over false. Science was portrayed as a major dimension of the progress of civilization. In recent decades, the history is seen in terms of competing paradigms or conceptual systems battling for intellectual supremacy in a wider matrix that includes intellectual, cultural, economic and political themes outside pure science. Given the dual status of science as objective knowledge and as a human construct, good historiography of science draws on the historical methods of both intellectual history and social history. ===

[[image:2012portfolios/States_of_Matter.jpg width="447" height="322" caption="Viscosity Lab"]]
=== What I learned from the first lab was that if you make any liquid cold the that you drop will hit the floor slow, but if you heat the liquid the ball will hit the ground faster. It would have to depend on what type of liquid will make the ball hit the ground faster. For example, if I had to droop a few pills in a glass of water but the water would have to be hot the pills that I drop would fall in faster. ===

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=== On the other lab I also learned that if I increase the pressure of gas particles, the volume and temperature would increase. And if I decrease the pressure, the volume, and temperature will also decrease. Its like a soccer ball, if I put to much pressure on the ball, the volume will increase. ===

The Melting Lab
=== Introduction: For this Lab I will need to know what will happen to the ice that I am going to drop. My problem with this lab is to know how long it will take for the block of ice to melt in the cup of water. ===

Data Table
Temperature || Time to Melt || Final Temperature || 15Sec. || 15C || 56Sec. || 30C ||
 * || Beginning
 * Cup1 || 21C || 4Min.
 * Cup2 || 41C || 1Min.
 * Cup3 || 91.1C || 300Sec. || 12.9C ||
 * Cup4 || 35.2C || 66Sec. || 33.3C ||

Result
=== In my lab, there were four trials that are in my results and the instruments that I used were a timer, 2 cups, thermometer, a piece of paper, and a pencil. I tried to measure how long the ice would melt and what would the temperature be while it is melting. In each trial, all the cups temperature were around 10C through 35C, but the time was different when the ice melted. And each of the cups temperature were decreased and the time that varied the most was the third cup. ===

Conclusion
=== My hypothesis was correct when I saw the beginning temperature was high then decreased when I dropped the ice cube because of how small the cup is. And I also found out that if the ice cube is really big, the temperature can be very cold and after the ice is melted, the temperature can go higher than its last. ===

Discussion
=== The first errors were that our group was confused on the time and when we had to know to stop the time when we think that the ice cube is melted. The size of the cube was at least 1 inch wide and the length was at least 1 cm. I wasn't sure what the temperature was when it was it was in the room but it started to melt when it came out of the ice bag. When I dropped it in the cup to start the time, I thought it would take long for it to melt since we were watching the ice cube, but the did melt fast and took what the chart says above Results. When the ice melted the water was cold after the ice melted also the time was short and the temperature went back to its room temperature. That is all could discuss about and know about. ===

Reflection
=== From my reflection, the picture above can be possible to create and you can turn to an isotope but it was difficult to see how it can be organize because whenever I add or take away a proton, neutron, or electron it is not balanced cause of the weight it carries or maybe I didn't know how to use it. I also realized that I can create other elements that can be possible to build but can have disorganized places that can be unbalanced but wouldn't count as an element. ===

As I __start__ to talk about people might say to me that they already know about metals that they are solid, but it is actually more than a solid, it could turn into a liquid. Chemists classify elements as a metal based on physical properties such as a hardness, shininess, and ductility. A malleable material is one that can be pounded into shapes. A ductile material is one that can be pulled out, drawn, into a long wire. Copper sheeting and copper wires can be made because of copper’s malleability and ductility. Most metals are called good conductors because they transmit heat and electricity easily. Several metals are attracted to magnets and can be made into magnets like iron, cobalt, and nickel are like magnetic.

Chemical properties, like metal, show a wide range, and the ease and speed with which an element combines, or reacts, with other elements and compounds is called its reactivity. Some metals are very reactive like the sodium and the potassium. But they must be stored under oil in sealed containers. But if water was exposed to any of those two metals, their reaction will be very explosive. By comparison, gold and chromium are un-reactive. Gold is valued not only because it’s rare but also because it does not react easily in air and it stays shiny. Also gold and chromium slowly react with oxygen in the atmosphere, forming metal oxides. This process of reaction and wearing away is called corrosion.

Alloy is another important type of metal that is mixed. Alloys are very useful when needed to combine the __best__ properties of two or more metals into a single substance. Pure iron rusts very easily, but when mixed with carbon, chromium, and vanadium, iron forms stainless steel to make knives and forks.

Popplet Activity

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===Ethane had so many interesting when it used for many things. I ethane is the second-largest component of natural gas and is fun to burn things with it. Its abvious that it is only made in the earth's atmospere casuse its natural gas. I guess its my favorite how it was made and maybe it could be a good name for a child. I'm glad that I'v learned about this molecule And I think I'll be learning more about it for a while.===

Alka Seltzer Lab
===In this experiment, my group and I have finished with the objective this is what we have. The alka-seltzer plus that we needed was to see how fast the A-SP could dissolve. On the graph, you could see the time and temperature of the times we dropped the A-SP with the temperature. The one temperature we started with was room temperature and once we dropped the A-SP in the cup of water, it dissolved normally and the time finished when it was gone. We needed to dump the water in the sink because it was already used. Next we repeated the same thing but the temperature was different. The temperature was hot and this time, the A-SP dissolved faster in 18 seconds. The next test wasn't the same as the last. The only difference is it was colder. It was pretty slow when we dropped it and the A-SP was floating. And the time was 157 seconds.===

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===I apologize for not posting a picture because I didn't know how. But this activity was fun and educational for children. I don't know but learned at least three compounds. I'm not sure if water is a compound but has one hydrogen and two oxygen. Ethane is what I have learned that has two hydrogens and two carbon dioxides. The third is Sulfuric Acid that has one sulfur, two hydrogens, and four oxygens. That is all I know from this activity.===

Conclusion on Solutions and Mixtures
As we were starting on our exireiment, I thought that it was going to be simple and basic until we were finished stirred the beaker, it was hard to tell if it was saluble or non-saluble. I didn't get much research because I was only stirring and cleaning some beakers and I didn't get to abserve the expiriment but thankfully, I got to write down what happened from one my partners observation. It was very interesting my partner wrote down but my partner didn't understand how can you tell if it is dissolved yet all I know is that if there is still a little bit of sugar inside the beaker it still hasn't dissolved all of the sugar yet. It was very interesting when Mrs.Delucia me that there is a way to tell if it is salt or sugar which was with a conductivity test. Sugar can conduct electricity but salt can't.

My Fotoabble on Newton's Law media type="custom" key="16558212"

Scratch Project media type="custom" key="18357324" Digital Timeline: Here is the link to my digital[| timeline]. In class we were asked to....