Megan

This is a Voki to introduce and welcome you to my page:

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Here is a little information, presented in the form of a powerpoint slide, that you can learn about me. The reason I chose to make a powerpoint slide for my "Secret LIfe as a Lion" poster is because I appreciate the format:



//**What is Science?**// To me science is the study of our physical bodies and our surroundings. There are numerous different sciences from the study of life, or biology, to space, also know as astrology.

//**In the real world scientists...**// ...search for answers as well as create solutions and theories based off facts. They are the intelligent individuals who find the cures to diseases and discover as well as observe things such as living organisms, miscellaneous materials, etc. They also must be patient and persevere to grasp the solution they're seeking.

**//In science class we...//** ...learn from our text books, teacher, and technology. We research as well as investigate for answers. Additionally, we gain first hand experience with the equipment such as microscopes in interactive labs.

**//The purpose of this site is...//** ...to broaden our knowledge of science through our peers and communicating with them, learning from their work and comment to enhance our own assignments that we turn in.

Here is my lab safety powerpoint. I utilized the digital tool, Powerpoint, because I enjoy how it offers numerous possibilities for presentations in a very functional format. Overall, I hope you retain tips concerning being safe in a labratory setting through this project:

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I found that the powerpoint itself is slightly better than the video, so here's the original powerpoint too:

Here is a paragraph concerning measurement's history:

**H****istory of Measurement**

Measurement has an extensive, influential history. One of the earliest dates in its past is 1400 B.C. when the ancient Egyptians invented an uncomplicated balance with a pointer which is the first known instrument for weighing. Additionally, Middle Eastern and Mediterranean merchants utilized units of weight, such as //talents// (approximately 25 kilograms) and //minas// (about 500 grams), to ensure they received accurate amounts of gold and silver in addition to check the metal’s purity in 640 B.C. Then in 200 B.C., the Chinese emperor, Shih Huang Ti, had standards set for length, weight, and volume; before that day, though, the Chinese had already been the first to use decimal notation, a system commonly used today. In the 700’s A.D. the term //acre,// which was then defined as the area that two oxen could plow in a day, was created in England, and in central Europe, Charlemagne’s foot was used as his empire’s standard unit for length while //Karlspfund// (or “Charlemagne’s pound”) was used as weight’s standard unit. More recently, in 1714 A.D., Gabriel Fahrenheit invented the thermometer to measure temperature using the expansion of mercury with heat. Lastly, a single set of units to be used internationally is developed by the International Bureau of Weights and Measurements in 1983 A.D. As you can see, measurement has had quite a history in the previous 3,400 years.

Here is my Dipity timeline on measurement's history. I hope you appreciate the format of this timeline just as much as I do and that you'll learn a substantial amount of information, too!: media type="custom" key="10702338" align="center"

**Viscosity Simulation**



This viscosity simulation was very informative concerning the viscosity of liquids. It showed how, if you increase/decrease the temperature of the majority of liquids, the viscosity of that liquid would decrease/increase. This simulation also displayed the difference in viscosity various liquids have compared to each other. One thing I learned from this is that water's and ethanol's thickness never change as long as they are in the liquid state of matter. Overall, I personally believe that this simulation is a beneficial tool to be used when learning about viscosity.

Gas Particle Simulation



This simulation was beneficial to me because it showed me the relationship between tempurature, pressure, and volume as well as how these three factors affect gas particles. Through this interactive tool, I was able to observe how changing the variables listed above can affect the speed and such of gas particles. Additionally, the most intriguing fact to me I learned through this simulation was that an increase of temperature affects the pressure, but an increase of pressure doesn't significantly alter the temperature.

**Melting Ice**

**Introduction (Pre-Lab):** The purpose of doing this experiment is to observe whether a warmer or room temperature solution melts ice quicker. This is relevant because the melting of ice is one of the numerous stage changes that frequently occur in our surroundings. Additionally, it is useful to know how to accelerate various stage changes. In this experiment, ice will be placed into two cups fill with 100 mL and the time in which it takes for the ice to thoroughly melt will be recorded as well as the temperatures of the liquid in the cups before the ice is deposited inside the water and immediately after it has fully dissolved; however, one cup will contain warmer water while the other will hold this fluid at room temperature **Problem:** How does the temperature of the surroundings affect the rate at which ice melts? **Hypothesis:** The warmer solution will melt the ice at an accelerated pace compared to the colder solution. **Materials:** **Procedures:** || Cup
 * thermometer
 * temperature probe (optional)
 * 2 plastic cups or beakers that can retain at least 100 mL of fluid
 * ice cubes, about 2 cm on each side
 * warm water, about 40°C-45°C
 * water at room temperature
 * stopwatch or timer
 * 1) Read steps 1-7. Based on your own experience, predict which ice cube will melt faster.
 * 2) In your notebook or on a separate sheet of paper, create a data table like the one below.
 * Beginning Temperature (C°) || Melting Time

(sec.) || Final Temperature (C°) ||
 * Cup 1 (room temperature water) ||  ||   ||   ||
 * Cup 2 (warm water) ||  ||   ||   ||

**Data and Observations:** Experiment 1 (with thermometer): || Cup
 * 1) Fill a cup with 100mL of the room temperature water.
 * 2) Record Record the exact temperature of the water with the thermometer.
 * 3) Obtain an ice cube and place it in the cup. Begin timing with a stopwatch.
 * 4) Observe ice cube carefully. At the moment it is completely melted, record the time and temperature of the water in the the cup.
 * 5) Repeat steps 2-6 except using the warmer water, or do both simultaneously in separate cups.
 * 6) Repeat steps 2-7 except use the temperature probe (optional)
 * Beginning Temperature (C°) || Melting Time

(sec.) || Final Temperature (C°) ||
 * Cup 1 (room temperature water) || 21 || 255 || 15 ||
 * Cup 2 (warm water) || 41 || 116 || 30 ||

Experiment 2 (with temperature probe): || Cup
 * Beginning Temperature (C°) || Melting Time

(sec.) || Final Temperature (C°) ||
 * Cup 1 (room temperature water) || 19.5 || ≈330 || 14.9 ||
 * Cup 2 (warm water) || 49.4 || 88 || 37.5 ||

**Results:** In both experiments (one with the thermometer, another with the temperature probe) surrounding the ice with warm water expedited the process of melting by approximately 190 seconds. Furthermore the beginning and final temperatures of the initially warmer water were raised in comparison to those of the originally room temperature water. The differences in the starting temperatures of the room temperature in contrast to the warmer water averaged to be 25°C. Meanwhile, their ending temperatures were about 18.8°C divergent from each other. Also, the water within the warmer cup experienced the greatest drop in temperature. **Conclusions:** The results of this lab have proven my hypothesis of the ice melting at a faster rate in the warmer water to be accurate. Through this experiment, it can be observed that, yes, ice entirely dissolves into a liquid at an increased pace when it’s in a moderately hotter environment. This is because the energy in heat causes the ice cube’s molecules to break apart; therefore, if you add more energy, or heat, the process of melting will quicken. The cup in which the water temperature changed the most was in the one containing the warm water. **Discussion:** This experiment has the capacity for error and is also relevant to our lives. Examples of the factors in this experiment that may easily alter the results are differently sized ice cubes, misreading the thermometer, not having exactly 100mL in each cup, failing to stop the timer at the exact moment when the ice finished melting, etc. This lab is germane to us since we encounter stage changes regularly in our lives, so therefore, it can be beneficial to learn how to accelerate or delay these processes.

** Bohr Simulation Lab Reflection **



Pictured above is a Bohr simulation that concerns atomic structure. This is an effective, educational tool to teach one the components of an atom, and I found it beneficial to my learning since it interactively allows one to experiment with the protons, neutrons, and electrons to create diagrams of several different atoms. Something intriguing I learned from it is that lithiium has three protons and electrons but usually four neutrons. Personally, I prefer the generally more productive, for myself that is, learning from a textbook, however, I do appreciate this, too.

Properties of Metals There are multiple, characteristical properties generally found in metals. These include both chemical and physical properties. Frequent chemical attributes incorporate each atom usually having one to three valence electrons, relinquish their valence electrons easily, form basic oxides, are effective reducing agents, and have lower electronegativities. Meanwhile, their physical features encompass being competent electrical and heat conductors, malleability (ability to be beaten into thin sheets), ductility (potentiality to be stretched into wire), possess metallic luster, opaque as thin sheet, and are typically solid at room temperature. Obviously, there are numerous characteristics that metals typically have.

** Alka-Seltzer Plus Lab **



The purpose of this lab was to observe the affects of temperature pertaining to the rate of speed of a chemical reaction. A chemical reaction is a process in which substances undergo chemical changes, forming new substances with different properties. Visible evidence of a chemical reaction incorporates, but is not limited to, the following: color change, precipitation, gas production, changes in temperature as well as other forms of energy, in addition to changes in properties. My original prediction was that through utilizing hot water, in comparison to using it at the zero degrees Celsius, the rate of reaction would be six times faster. Three trials were performed during the course of this lab. In trial one with room temperature water, the Alka-Seltzer Plus tablet took approximately sixty-nine seconds to completely dissolve at an average temperature of 15.89 degrees Celsius, beginning at 16.19 degrees and decreasing to 15.75 degrees by the end. In trial two, with the variable of temperature being raised to the about eight-six degrees Celsius, the medicinal tablet needed only eighteen seconds to completely diffuse, which, by this point, the water’s heat had decreased to 83.06 degrees Celsius. Lastly, in trial three, the process of the chemical reaction in the Alka-Seltzer Plus tablet lasted for an estimated 204 seconds with a beginning temperature around 1.56 degrees Celsius as well as an ending one near -.05 degrees Celsius. The evidence detected of a chemical reaction occurring in all three runs includes color change of the water from clear to orange, a lessening in temperature, in addition to bubbling. It can be noted through this experiment’s data that as temperature increases, the rate of a reaction does so as well. Hypothetically, one Alka-Seltzer Plus tablet would probably require an estimated 115 seconds to dissolve in ten degrees Celsius, however in warmer water at temperatures of twenty degrees and forty degrees Celsius would possible need only about fifty and thirty-five seconds respectively. An increase in the rate of reaction can be seen to increase between twenty and forty degrees by approximately fifteen seconds. Additionally, the rate of reaction was 11.33 faster in the hot water in contrast to the water that was near zero degrees Celsius in temperature. It was evident that the purpose of this lab was met since the significant affect the variable of temperature has on the rate of chemical reaction was able to be observed.

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There is a potpourri of information I have recently learned through my research concerning methyl alcohol. This ranges from its history, chemical structure, uses, as well as spanning to what it basically is. The origins of this substance’s first utilization are found in ancient Egypt in the process of embalming. However, it wasn’t until 1661 that it was first isolated and 1834 when its chemical composition was discovered. Additionally, one the topic of chemical structure, it’s comprised of four hydrogen atoms, one oxygen, in addition to one carbon atom; these six atoms are affixed together via a covalent bond. Methyl alcohol has been employed as a fuel, solvent/antifreeze, and as a material converted into other chemicals. But what is it truly? In actuality, it is a lethally toxic, colorless, extremely flammable liquid that is frequently referred to as methanol. **Fotobabble:** media type="custom" key="16925038"

Above is my Fotobabble, which is a digital tool that allows for one to add a voice to one picture, concerning my Wall Coaster from the Marble Race lab we did in class. This lab displayed Newton's First Law of Motion, often referred to as the Law of Inertia, which basically states that an object at motion will stay at motion, meanwhile, an object at rest will remain at rest. This can be observed in my lab as the marble, as it rolls down the track, will naturally resist suddenly stopping while it requires some time for it to gain momentum.