Class 2/16

     Today in class, we are going to put the microbeads into some ziplock bags. Hopefully, we won't get the beads all over us again. I might put some pictures on this post.  While we fill the bags, Anders, Collin, and David are going to be making a shelf for their container to put the flip and the Iphone inside of. When they finish that to the point where they can fit the camera phone inside, we will put the bags around them. Then, we will go and test it. But it all depends on if they finish their container. We might help out if they need to have someone to help out with something, but if not, then we can go get more of the microbeads out of the pillow and then fill the bags up even more.

BALLOON CAR:

I am in a group with Lyndsey and Emilee:

Our balloon car is basically three CDs for wheels and they are outlined with glue so that the wheels have traction. Also, its balloon has a box with a bottle cap with an opening at the top to keep the air flow constant. The ballon in a normal SDS balloon. The body has two sticks connecting on either side of the CD and then going back to between the other two CDs. The mass is 60 grams and the I do not know the acceleration or speed because we haven't recorded them yet.

HW 10 :)

Most of my cites are from my notes:

Objective 1:
1. solution-will-mixed/ contains two things: solute and solvent
    colloid- has large particles that "settle- out" slowly
    suspension- particles mix briefly if at all
2. The solute always mixes into the solvent
3. They lower the freezing point and higher the boiling point
4. a solution because you add a solute(food color) into the solvent (water)
5. freezing point lowers, boinging point higher

Objective 3:
1. Tastes sour, corrosive, litmus paper changes to "red", hydrogen ions
2. Feels slippery, litmus paper changes "blue", hydroxide ions, ends in "ide"
3. bases are usually blue and acids are usually red.
4. if the food is sour
5. acids or bases can burn you(chemical burn)

Objective 4:
1.Hydrogen ions
2. Hydroxide/ Hydrogen (H^+, OH^-)
3. OH^+
4. if it is an acid or a base. How strong it is
5. Because aids are in your stomach to break down foods

Objective 5:
1. Stomach and small intestine
2.stomach is full of acid and breaks down your food. Small intestine digests fats, proteins, and carbohydrates and it mixes foods.
3. It would take longer because the food bits would be bigger.
4. Mouth is acidic... tested in class. Stomach is acidic because it has acids to break down foods. Small intestine is acidic also to break food down and mix it.
5. acids break down and acids/ bases help digest food.

Objective 6:
Acid: 0-6 on the pH scale.
Neutralization: act of making things neutral
Indicator: chemical detector for protons in acid/base titrations
Corrosive: disintegration into atoms
Hydroxide ions: bases when OH^- is formed , the water loses/gains electrons.


http://en.wikipedia.org/wiki
http://wiki.answers.com/Q/2major_parts_of_digestive_systemIndicator
http://www.gesa.org.au/digestive-system/small_intestine.cfm
http://en.wikipedia.org/wiki/Corrosion
my notes from class

JLAB- Chemical Balancing

Homework 9: Bringing the Heat :)

Objective 1:
1. Kelvin, Fahrenheit, and Celsius
2.Temperature is how heat (or cool) is measured. Thermal energy is heat and/or how it is measured.
3. It means that it has a high capacity for storing heat energy.
4. An ice cube melts because the heat from your hand heats up the particles and then the solid becomes a liquid.
5. Some materials heat up faster because the thing that is heating them up it hotter. --> hotter: faster... cooler: slower.

Objective 2:
1. When the liquid inside of the thermometer heats up, the pressure causes it to expand and go upwards.
2. http://www.theweatherprediction.com/basic/conversions/

Celsius to Fahrenheit	° F = 9/5 × ( ° C) + 32
Kelvin to Fahrenheit	° F = 9/5(° K - 273) + 32
Fahrenheit to Celsius	° C = 5/9(° F - 32)
Celsius to Kelvin	K = ° C + 273
Fahrenheit to Kelvin	K = 5/9 (° F - 32) + 273

3. 5/9(5-32) --> 15 degrees fahrenheit
4. 5/9 (860-32) --> 5/9(828)--> 460.000004 degrees
5. 4,180*50= 209,000 J

Objective 3:
1.Conduction, convection, and radiation
2. Heat rises (aka it goes up)
3. Conductors transfer thermal energy well and Insulators don't.
4. Conductor because conductors are mostly metals.
5. You keep warm by putting something warm on such as wool. Build a fire...

Objective 4:
1.Heating up particles or cooling them down.
2. It heats up.
3.Because it depends on how fast or slow they go and not how much they take up.
4.The particles move faster and vibrate and melt in to a liquid.
5. So the pressure inside of it doesn't build up and make the potato explode.

Objective 5:
1.Heat is transferred from the source, through the "working body" of the engine, to the sink, and in this process some of the heat is converted into work by exploiting the properties of a working substance (usually a gas or liquid). -->  http://en.wikipedia.org/wiki/Heat_engine
2.The engines use different ways of heating up. One can use convection and the other can use insulator.
3. So they wont heat up as much.
4. Solid to a Liquid ---> freezing
5. The heat would move into the refrigerator and then it would become hotter in the fridge.

Homework 8: Matter and Energy:

Objective 1: Measuring Matter:

1.     Matter is the amount of space something takes up. So, it you need to measure how much something takes up, and mass is the measure that shows how much something takes up, you use mass to measure matter.

2.    2. 15.3cm*9.0cm*4.5cm= 619.65 cm^3

3.     3.If the volume is in cm’s, and the mass is in grams, you do g/cm^3

4.    4.  Mass divided by volume.

5.     L*W*H= volume

Objective 2: Changes in Matter:

1.     1.With Physical changes, no new substances are formed. But, with Chemical changes, new substances are formed.

2.    2. Color change, gases or solids are formed, and/or heat or cooling. There are also others.

Objective 3: Energy and Matter:

1.     Chemical energy -> because of its chemical reaction that can make something new

2.     Kinetic energy

3.     Potential energy

4.     Energy from (of) radiation.

Objective 4: State Changes:

1.     If it is warmer then the particles will be moving faster. If it is cooler, then they will be moving slower.

2.     The particles “vibrate” and move around and it melts.

3.     The particles vibrate when solids melts.

4.     When gases go from a gas to a liquid.

5.     When a solid turns from a solid to a gas.

Objective 5: Boyle’s Law:

1.     Inverse Relationship

2.     Usualy the high-altitude balloons go out of Earth’s atmosphere because they are used as weather-balloons, or filled with helium or hydrogen, So, if they are filled up all the way, they will pop when they go out of the atmosphere. If they are filled up half way, they will pressurize in the balloon and fill with more air.

3.     Boyle’s Formula:
-V  goes up, P goes down.

-V goes down, P goes up.

5.     When scuba divers dive down, their tanks build up more pressure under the water above them. So, they need to lower the pressure when they are further down so that their air tanks do not explode.

Objection 6: Charles’ Law:

1.     Volume increases, Temperature Increases

Or

            Volume decreases, Temperature Decreases

2.     faster?

3.     Joseph and Jacques Montgolfier

4.     People attacked it when it landed because they were afraid of it.

5.     Pressure. Volume and Temperature are changed.

percipitate

meredith and i will be doing an experement for percitate... it involves silver nitrate and sodium hydroxide