Xander

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What is Science?

‍‍‍‍‍‍‍‍Science is mysterious because there are not a lot of answers in science. ‍‍‍‍‍‍‍‍

In the real world scientist....

Try to make the world a better place by always searching for cures for cancer and things like that.

In science class.....

We try to find out the reason why things happen because we want to know some answers.

The purpose of this site....

Is to store all the information that we have learned over the year and show people how smart we are =).

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History of measurement

The fist weighing instrument was developed by the Egyptians. They were also the first people to standardize the measurement of length. The name of the first length that they created was called the cubic which was the distance between the elbow and the tip of the middle of the finger. All of what the Egyptians learned and did was around 1400 B.C. In about 640 B.C. the merchants in the middle east used units of weight to make sure that they did get the right amount of gold. In 200 B.C. the emperor of China, Shis Huang Ti, set all the standards of weight, length and volume. In 700 A.D. Ethelbert II, the king of England at the time used the term acre which was defined as the amount of land the two oxen could plow in one day, acre was also the measurement of area. In 789 A.D. the foot of Charlemagne was the standard of weight and the standard of length. In 1714 A.D. Gabriel Fahrenheit invented the thermometer which measures the temperature using mercury with heat, later his last name came to be the measurement of temperature. In 1983 A.D. the International Bureau of Weights and Measures defined a single unit of measurement that everyone has to use. In 1983 the meter was known as the distance light travels in a fraction of a second. Now therefore all of us in the world all use the measure of a meter. The use of Wikispaces The reason why we used voki was to introduce everyone to our portfolios. We chose voki because it looks very attracting and you can pick from a variety of characters. Why we did the assignment what is science was to define what exactly is science and to show how science is used. The reason we did the Lab Safety poster was to show reasons to keep you safe and not getting hurt in the lab. We also learned about it because so we can keep safe ourselves and not get hurt either. Why we did the project my life as a lion was to show our life and what we do in our secret life. We also did it so we can know about each other a little more. Lastly we did the history of measurement to show the history of science and what the first people of our time used because they didn't have any of the technology that we have today.

**Reflection on the Changes of Matter Lab**



Viscosity Lab Reflection Today in science class we did a lab on viscosity. Viscosity is the amount of resistance on a object. However the lab was a simulation and we did it on a computer instead of in the lab itself. We had to add various liquids in the beakers. For example we had to use honey, water, etc. also we had to put a temperature on the beakers. We had to fill out a worksheet after each task that we did. We had to circle which liquid had more resistance to the marble that we dropped in the liquid. It was a easy lab for me because it did not require much work and was fun and simple. I think we should do more simulations than labs because simulations require less work and are less of a mess than labs.

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Gas and Volume lab reflection

Today in science class we did a lab about how pressure increases and decreases. Just like our last lab it was a simulation which was all on the computer and didn't require much hands-on work. What we basically did in the lab was add more and less volume and change the temperature and see how it would effect the molecules. We also had to do a worksheet with this lab along with the other simulation that we did a few days ago. The simulation required a lot of patience in the beginning because it wouldn't load up. It ended up working in the end so my patience ended up paying off. I still prefer simulations over labs regardless of the technology issue because in the end the simulation works and it requires less work than a lab does. Melting Ice Lab

Introduction: Today in science class we did a lab on the melting point of ice. This lab was useful for dry ice as well as regular ice, but we did not use dry ice though. The purpose of this lab was to see if when the temperature decreases or increases affects the melting point of the ice. The lab that we did involved putting ice into water, and then seeing which one would melt first. We put the ice into two cups, one was room temperature and the other one was hot water. We had to see in which water did the ice first melt

Problem: How does the temperature of the surroundings affect the rate at which ice 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. Record 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 noticed that when you increase the temperature of the water the faster it melts. Also when you decrease the temperature the slower it melts.

Results: I got the exact results as I was expecting I would get. My hypothesis was exactly correct and matched the results. My hypothesis was the higher the temperature the faster the ice melts and the lower the temperature the slower the ice melts.
 * =  ||= Beginning Temperature ||= Time to melt ||= Final Temperature ||
 * = Cup 1 ||= 24 degrees Celsius ||= 5 minutes ||= 13 degrees Celsius ||
 * = Cup 2 ||= 41 degrees Celsius ||= 2:57 minutes ||= 26 degrees Celsius ||
 * = Cup 3 ||= 19:50 degrees Celsius ||= 330 seconds ||= 14.9 degrees Celsius ||
 * = Cup 4 ||= 49.4 degrees Celsius ||= 88 seconds ||= 37.5 degrees Celsius ||

Conclusion: I have learned various things from this experiment. In the end my hypothesis was correct because after the lab I looked at the data thats was recorded and noticed that the higher the temperature of the water the faster the ice cube melted then making my hypothesis correct. In the first cup my hypothesis was right because it took 95 sec less than the colder cup. Cup 2 changed the most because it went down 11 degrees. The energy that is being used to overcome the forces holding them together as ice is thermal energy. You could never exactly tell when the ice cube fully melted but I think the best way would just have someone stare at it really closely.

Discussion: Although this was a fun lab we had various errors in this lab. We accidentally put the ice cube in warm water, not knowing how fast it was going to melt, we were not paying attention at the time so the ice cube was gone and we had to redo it. Periodic Table Lab Reflection Today in science class we did a lab on the elements on the periodic table. For example we had to attempt to create a element by adding protons, neutrons, and electrons. We made the element by adding the correct amount of protons, neutrons, and electrons to each ring. The activity was a simulation of course because you can't really do this hands-on. I had some difficulties by adding the incorrect amount of protons, neutrons, and electrons but I got over that problem when I asked for help. We also had to fill out a worksheet with the element and we had to draw it too. I really liked this simulation because it was really simple and very easy.

Metals Paragraph On the periodic there are various elements that seem to be out of order. Most of the elements have the same properties such as malleability, shininess, ductility, and lastly conductivity. Metals happen to be the most abundant group, and are located to the left of the “zigzag” line. In the 2X14 box, the bottom, are actinides and lanthanides which are all metals made in laboratories. The most reactive on the table is group one because the have 1 valence electron, then as move to the right they become more less reactive.

Properties of Metal Lab Report ** Intro: In this lab we were attempting to make to make steel wool magnetic by soaking it in a acid. We had two cups, one had bleach and the other one had vinegar. We soaked the steel wool in both cups to try to make it attract to the magnet. The lab took approximately 24 minutes with all the correct data in place or in the right order. **
 * Purpose: What affect does the solution have on the wool? **


 * Hypothesis: It would attract to the magnets in the two acids. **

**2. 10mL distilled vinegar****3. 100mL beaker****4. 250mL beaker****5. paper towels** **6. rubber band****7. coffee filter****8. small piece of steel wool****9. safety goggles****10. wide mouth jar or beaker****11. water****12. forceps****13. lab coat****14. magnet** Procedures:
 * Materials: **
 * 1. 20mL chlorine bleach **
 * 1) Pour 125 mL of water into a 250 mL beaker. Add 10 mL of distilled vinegar and 20 mL of chlorine bleach to the water.
 * 2) Take a small piece of steel wool and hold it in one hand. With the other hand hold the magnet near the wool. Record what happens.
 * 3) Drop the steel wool into the water-vinegar-bleach solution. Observe what happens.
 * 4) Record the changes every 4 minutes for 24 minutes.
 * 5) While the steel wool is reacting in the beaker, prepare a device for filtering. Place the filter paper into the mouth of the wide-mouth beaker. Use the rubber band to attach the filter to the top of the jar so that the filter hangs into the jar.
 * 6) After your final observation of the water-vinegar-bleach solution, slowly pour the steel wool and solution into the filter paper. let the liquid drain through. Add a little water to the beaker to rinse it and pour this into the filter as well. Use forceps to pick up the steel wool, hold it over the filter, and rinse it off with a small amount of water. Then, set the steel wool aside.
 * 7) When all the water has drained through the filter, carefully remove it from the top of the jar. Place the filter on several thicknesses of paper towels. once the material in the filter is dry, observe it carefully. Hold the magnet near the material and record what happens.

**DATA TABLE:**
 * Minutes || What Happens ||
 * 4 mins. || @ 1 min. it changed colors. Overall almost one color ||
 * 8 mins || liquid turned to orange and steel wool dissoving ||
 * 12 mins. || lost it magnetic from the liquid ||

Results: At one minute I saw the liquid start changing to a different color. Next at four minutes the steel wool was all one color which was a orange color. Then at eight minutes the solution changed into the orange color just like the steel wool, it became the same color because the steel wool was in the solution. The reason it was all orange was because of the rust color and that is the reason it was orange. Also at eight minutes the steel wool began to start breaking down because it was in the solution. Lastly at about twelve minutes the steel wool lost all its magnetic energy from the liquid, I also didn't keep record or anything because it would have taken to long.


 * Conclusion: My hypothesis was surprisingly incorrect because the solution took away all the magnetic energy from the steel wool. The solution also had various affects on the steel wool such as the solution ended up turning orange because the steel wool was in there. I know that this has a huge reaction because it changed the liquid's color and pretty much entirely dissolved. I assumed that the steel wool was going to stay magnetic because the solution would have no affect on it. **


 * Discussion: There could have been various possible errors from the solution. One error could have been that you put to much of one solution and that is why the color changed to orange. Another one could've been that we did not put enough of one liquid and that changed the end outcome. Lastly my final error would be that you moved the steel wool in the experiment and that changed the final color of the solution. The errors that I have stated are the ones that were most possible to happen in your experiment. **

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Alka Seltzer Lab

Today in science class we did a lab that was fun and exciting. The purpose of the lab was to see how long it would take the alka seltzer to dissolve in different temperatures. Also a chemical change is a change in which one or more substances combine or decompose to form new substances. Some examples of chemical reactions are substance change, color change, bubbling, and precipitation. My first prediction was using hot water out of the tap, the rate of the reaction will be three times faster than at zero degrees Celsius. We also had three trials during this lab and our second was definitely the slowest. In the first trial that we did we dropped the tablet into a cup at 70 degrees Celsius and it melted in 20 seconds. The color changed really fast but it took a little while for the tablet to dissolve. In our second trial, the cup was filled with room temperature water at 16 degrees Celsius which dissolved at 81 seconds. In our final trial, the water was at 2 degrees Celsius and the tablet took 204 seconds to dissolve. In the last trial the color changed very slow and the bubbles took a while to bubble. A valuable thing that I learned in this experiment was that the higher the temperature, the faster the reaction occurs.

Voice Thread

media type="custom" key="12494538" Formic Acid Summary

Today in class our science teacher announced we were going to do a new activity called popplet. I was wondering what popplet was at first, could it be like a journal or like wikispaces. She then showed us how to use it and it was very easy to understand. She gave each of us a compound and we had to put the atomic structure, type of bond our compound forms, examples of the compound, and the history of our compound. We had a week to work on our popplet and we had to share it with a classmate. By share I mean a classmate had the opportunity to proofread our popplet. We also had to make a model of our compound and that is due the same day as the popplet. All in all I really liked this experiment and found it really simple. I hope we do more poplets in the future for science class.

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Summary of Chemical Bonding Activity Yesterday in science class we did a activity on chemical bonding activity. We went to a webstie that taught us about valence electrons and about sharing them. We had to fill out a paper which made us do an illustration of the chemical structure. We also had to write down how many atoms each compound has. After we were done drawing the structure we had to color each valance electron. I really liked this activity because it taught me a lot about valence electrons and about each copmound. I really hope we have more simulations like this in our near distant future.

Lab Report **Hypothesis:** I think that liquids will dissolve easier than solids. **Data Table:**
 * **Substance** || **Solid/Liquid** || **Soluble/Non-Soluble** ||
 * Salt || Solid || Soluble- saturated ||
 * Sugar || Solid || Soluble ||
 * Vinegar || Liquid || Soluble ||
 * Rubbing Alcohol || Liquid || Soluble ||
 * Pepper || Solid || Non soluble- suspension ||
 * Powdered Chalk || Solid || Non soluble ||
 * Baking Soda || Solid || Soluble ||
 * Corn Starch || Solid || Soluble ||
 * Vegetable Oil || Liquid || Non soluble ||
 * Results:**

For each substance my group had one trial. When we placed some solids into the substance, salt for instance, it would slowly fall down to the bottom of the cup. After that we would have to stir the solution until it dissolved completely. When we placed liquids into the substance, vinegar of instance, it would just mix into the solution. I then observed that some substances dissolved well because I could not see any particles. Although, some substances like pepper and vegetable oil, was difficult to tell if the substances were soluble or non soluble because the solution was saturated, or was the same color as the water. I fixed this problem by looking up on the internet if the substances were soluble or non soluble.


 * Conclusions:**

My hypothesis was that liquids will dissolve faster because liquids have farther distances between molecules. However, my hypothesis ended up being wrong because neither solids or liquids dissolve better. It didn't matter if the substance was a solid or liquid, the thing that matters is what each solid and liquid are made of. For example water is polar and the molecules are separated when they react in water. Also when the substances dissolve in water you do not see any particles in the solution. Although, when the solute and solvent have the same color it is difficult to tell if the solute is dissolved or not.

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Today in science class we used a new web tool called fotoabble. This web tool was very similar to voicethread because we uploaded a picture and then recoreded our voice with the picture. We had to upload a picture of a past expirament and then say which law was being applied to the expirament. After we did that we had to say how the law was being applied and explain on that. Next we had to give another example of the law and explain how the other example was like Newton's 3rd play. We had to write a script including all this data which we ended up posting to fotoabble. I really enjoyed this activity boecause it was very quick, simple, and fun to do.

media type="custom" key="18153986" Over the past week in science class we have been doing a new activity. This new activity we have used is called Scratch and is a different program. This program is somewhat like a cartoon and involves a lot of animations. We first had to read directions that were on this word document that made scratch a lot easier than it actually seemed at first. We did the scratch project on Sir Isaac Newton and it was pretty fun because I did not know a lot about him before we did this scratch project. We had to finish the project and then put it on wikispaces after we finished just as I did. Also after we posted the project we got to explore other scratch games. We had the opportunity to play some of the games to which was pretty fun. If I were to create another project I would most likely create a game like I played which was zombies 5. This really interests me because I find video games fun and I would create a game like that. This project was not very easy but it was a little somewhat fun and I did really enjoy learning this new activity.

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Today in science class we did a very new activity that was a timeline. This timeline activity is called dipity and had a lot of problems. Dipity was very slow and did not work at some times as well. We had to make the timeline about scientist who first came up with ideas about our universe. The scientist were Ptolemy, Copernicus, Galileo, Brahe, and Kepler. I did not really enjoy this activity due to all the problems I encountered and I did not find this really interesting. I think I would have enjoyed it if there were not so many problems.

While I was doing my timeline I found a scientist that was fun to learn about. We did a thing called a bio cube which included all this information about a scientist. I picked Galileo Galilei who of course, was a scientist during the 1500 and 1600's. He was born at Pisa, Italy in 1542 and died in 1642. He overcame various problems as, being blind and he was at one point under house arrest. Due to him being blind he then had to have his secretary read him his work. Galileo was the first scientist to look through a telescope and he saw some objects in the sky. The things he saw in the sky helped support the heliocentric system that included things saying that the Earth and other planets revolve around the sun. Galileo, as seen, was of course the first scientist to invent the telescope and he helped prove the heliocentric system correct. Lastly Galileo had a very stubborn personality and was curious too.