Brandy

This is my Voki. For this assignment I used a website called Voki.com where you are able to create your own character that allows you to actually talk to people and program it to say what you want it to. This is a really fun introduction to my page and I hope you can take away from this page all the fun and creative things I was able to do.

media type="custom" key="10629824" align="center"

How does Science affect the World? This is the question I will be answering in some of the following paragraphs. I used my prior knowledge as well as some input from my fellow classmates to come to the conclusion of what each thing means to me. I hope by reading this you guys will realize how much of a factor science is to us and how hard scientists work to come to the conclusions that they do.

Science is influential because it helps us to figure out answers to different questions that we've pondered for awhile that allows us to find cures to diseases and progress our knowledge in life.

In the real world scientists persevere even though sometimes it's frustrating when they get so close to figuring out the answer but yet another question pops up and pushes them back on the progress they thought they had.

In science class we work on different experiments so that we too, just like real scientists, can attempt to figure out the answer to these experiments and work on our consistency by getting the same answer each time.

This is a little slide that I created to show you all who I am and what my future goals are. To create this I actually used microsoft powerpoint, saved it, and was able to insert it onto this site.

The History of Meaurment is very important and Interesting. The first we start to actually hear about measurment is in 1400 BC in Egypt. The Egyptians created a weighing system, a simple balance with a point, and they created a lenth meaurment. This was called a cubit which was actually the length of your elbow to your fingertips. Then in 640 BC in Lydia, Middle East Mercahnts used a weight system to measure gold. A talent was 25 kilograms, and a mina was about 500 grams. They also minted the first coin to have a specific weight. In 200 BC in China the Chinese were the first to use a decimal notation, the number system based on 10 digits, which we still use today. Also the Chinese Emporer set standards for weight, length, and volume. In England at 700 AD, the English started to use the word acre to measure land. An acre back then was defined as the amount of land that two oxen could plow in one day. Later In central Europe in 789 AD, the leader Charlemagnes foot was actually the offical length, and the pound was named after him too. Gabriel Farenheit in 1714 AD in Germany created the first thermometer and later they name the unit of temperature after him. The meter was defined as the distance light travels in a fraction of a second later in France in 1983 AD. Its very interesting to see how all of these measurement things have evolved over the years and how all the old ideas have affected our measurements nowadays.

Reflection on the Viscosity Lab



This is a picture from a volicity lab we did today in class. Our objective was to figure out which ball was going to hit the bottom of the holder first because the consistency of that liquid was thinner than the other. We would add different variables like heating the liquids and cooling them too. I learned that when you heated the liquid it became less thick and the ball was able to drop faster, but when you cooled down the substance, it became thicker and took the ball longer to get to the bottom. I really liked this online simulation and would use it again. '

This is a picture of the gases simulation I did earlier today. For this Simulation, we got to explore what happens to the pressure and volume of the gasses when you increase or decrease the temperature. I learned that when you increase the temperature, the volume and preassure will also increase. Same goes for when you decrease the temperature, the volume and pressure will decrease. I found this simulation very helpful and also interesting to do. I now understand gases and their relationship with other variables.

Introduction: For the past two days in class, we have been working on a science lab involving the melting of ice with different variables. We measured the temperature before we added the ice and after on both cups. We measure the temperature with a regular thermometer one day and the next a probe. This Science Lab helped us to see the difference in not only the temperature but the time it took for the ice cube to melt. Problem: How does the Temperature of the surroundings affect the rate at which ice melts? Hypothesis: I believe that the hotter the temperature the faster the ice will melt. Materials: Our materials included a thermometer, stopwatch or timer, 2 plastic cup that can measure to about 200mL each, 2 stirring rods, ice cubes, warm water and water at room temperature. Procedure: 1) Make a data table in your notebook or on a sepperate piece of paper. 2) Fill one cup halfway with warm temperature and the second cup half way also with water at room temperature. 3) Record the temperature in the cups before you add the ice. 4) Find two ice cubes that are about the same size. Drop one into one of the cups and start timing it. Use the stirring stick to stir it gently. 5) When the ice cube stops melting, stop the timer and record the temperature. 6) Do the same for the second cup. Data and Observations: Regular Thermometer Room Temperature || 25 degrees Celsius || 44 seconds || 20 degrees Celsius || Heated Water || 42 degrees Celsius || 31 seconds || 31 degrees Celsius || Probe Results: We did four trials for this experiment so that was can make sure our results were accurate. The instuments we used include a regular thermometer, a digital probe, cup full of room temperature water, one cup with heated water, and a timer. In this lab we were trying o measure the amount of time it took for the ice to melt in the different settings and how the temperature change before we added the ice and after. The variables we were mainly examining during this lab included the temperature versus the time. In the first trial we did which was with the regular thermometer, the room temp. water started off at 25 degrees Celcius and after the 44 seconds it took to melt, the temperature made its way down to 20 degrees Celcius. Thats a difference of 5 degrees. Next in the heated cup, the temp. started off at 42 degrees Celcius and after 31 seconds of melting, the temp. made its way down to 31 degrees Celcius. The difference for that one is 11 degrees which was the temperature which decreased the most out of all 4 trials.. Now these results are very different from the results of the lab using the digital probe. In the room water temperature cup, the temperature started off at 20.4 degrees Celcius and after 260 seconds of melting, the temperature went down to 14.8 degrees. Thats a difference of 5.6 degrees. Now in the second cup with the heated water, the temperature we started off with was 49.6 degreed and after melting for a total of 73 seconds, the end temperature was 38.9 degrees Celcius. Thats a difference of 10.7 degrees Celcius. Conclusion: In conclusion my hypothesis was correct. My hypothesis was that the hotter the temperature of the water, the faster the ice will melt. The fact that my hypothesis is correct is shown in our data graph. the ice melted in the cup for 44 seconds in the room temperature cup but when the ice was palces in the heated cup, it only took 31 seconds for it to melt. Thats a difference of 13 seconds. Now in the digital probe graph you can see that the room temperature cup took 260 seconds to melt, and the heated cup took only 73 seconds to melt. Thats a difference of 187 seconds. I found out that many different variables can increase the amount of time it takes for the ice to melt ,but the temperatures should be the same depending on the starting temperature and the size of the ice cube. The ice melting faster in the hotter cup because the higher the temperature, the fatsr the molecules move and the farther they seperate from each other so while the ice was melting do to the hot temperature. The ice was going from a solid to a liguid. Discussion: There could be many different errors that can occur when you do this lab. Some potential errors include the following: the size of the ice cube, the temperature of the area the ice was stored in and how long it was out in that temperature before you placed it in the water, you could read the thermometer wrong, you could start the timer to early or to late, there was new eguippment involved that you might not know how to work, and maybe you just lost your visual of the ice cube and are not sure if it melted or not. As you can see there are many possible ways this experiment could be affected that could change the outcome of your data. This experiment was helpful because it helps you to understand why when you drink a hot drink and you add ice why the temperature of the drink cools down. Also it helps us understand how temperature and the stages of water from a solid to a liguid to a gas all our used in our world and how they work.
 * || Beginning Temperature || Time to melt || Final Temperature ||
 * Cup 1:
 * Cup 2:
 * || Beginning Temperature  || Time to melt ||  Final Temperature  ||
 * Cup 1:  Room Temperature  ||  20.4 degrees Celsius  ||  260 seconds  ||  14.8 degrees Celsius  ||
 * Cup 2:  Heated Water  ||  49.6 degrees Celsius  ||  73 seconds  ||  38.9 degrees Celsius  ||



Bohr Atom Lab Reflection

In class the other day, we explored a simulation that showed us the inside of an atom and what all makes up the atom. In thisn simulation we were able to move around the protons, nuetrons, and elctrons in order to form different elements. Not only were we able to see how many protons, neutrons, and electrons it took to make a certain element, we also got to see the structure of an atom. We got to see the different outer shells that held the electrons as well as where the protons, and nuetrons are stored. I learned that in the inner most shell, only two electrons can be stored there, and as you gradually move farther out more electrons can be stored in each shell. This simulation was very helpful and it really showed me how the atomic number relates to the protons, neutrons, and electrons. Not only that, but it helped me to figure out how to find the numbers of protons, neutrons, and electrons each element needed.

Wordle on the Properties of Metal



Properties of metal paragraph.

Hardness, shininess, ductility, and malleability are physical properties Scientists classify elements as metals from. An element or material being malleable means that it can be pounded into different shapes. Also, an element having the physical property of ductility means that It can be pulled out into a long wire. Most metals are good conductors because they transmit electricity easily as well as transmit easily. Most metals are solids at room temperature because they have high melting points. Finally, most metals can be made into magnets or are magnetic. These are some of the physical properties that metals have.

here is our little clip:

Alka Seltzer Lab Observation: The purpose of this lab was to see how long it would take the Alka Seltzer to dissolve in different temperatures. During this lab we saw many different characteristics that describe a chemical reaction. A chemical reaction is a process in which substances undergo chemical changes, forming new substances with different properties. Some evidence you can see during a chemical reaction can include the bubbling of water, color change, precipitation and more. My original Prediction concerning this lab was that the chemical reaction would happen faster in the heated up water because the molecules would speed up, thus meaning that the Alka Seltzer would dissolve quickly. We did three trials with the following three different temperatures: room water, heated water, and cold water. In trial one, we used hot water that was measured at a temperature of 70.4 degrees Celsius. When we dropped the Alka Seltzer into the water, it took a total of 20.4 seconds for the tablet to dissolve. We observed that the water started to change color immediately as the tablet was dropped into the solution and started to dissolve. In the second trial we used room temperature water that was 16.4 degrees Celsius. It took the Tablet 1 minute and 21.8 Seconds to completely dissolve. We observed that the water started to change color after a couple seconds of the tablet being dropped in. In the third trial, we used cold water that was a total of 2.4 degrees Celsius. It took the tablet 2 minutes and 54.9 seconds to dissolve. We observed that the water took a long time for the color to change as well as a long time for the Tablet to dissolve or start the dissolving process. When we saw that the water color was changing we could tell that a chemical reaction was happening and we could also tell that it was happening when the tablet started to dissolve. I think that if we were to do this experiment with water that’s 10 degrees Celsius the tablet would take around 2 minutes and 26 seconds to dissolve. If we were to double a temperature from 20 degrees to 40 degrees Celsius I think it would take the 20 degrees around 1 minute to dissolve and only 45 seconds for the 40 degrees Celsius. I believe that when we used the hot water the rate of the reaction was 3 times faster. It was evident that the purpose of this lab was met because we got to see how the tablet reacted to all the different temperatures it was exposed to. We got to see the time difference as well as how long it took the color of the water to change.

Voice Thread Activity media type="custom" key="12552342"