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

Test 1

This is the test for science :) I figured it out!!! yay!


click here for the test on youtube! yay

test 1

http://www.youtube.com/watch?v=b0qWVhnyCzc

This is our cotton candy model.......

BOHR!

For our test, Ansley, Elizabeth S., and me have made a train track on Bohr's onion model of the atom. Tell me what you think about it :)


PS: I have the video on youtube and it should be on the top of the page. I am also trying to put on some pictures of them, but if I don't get around to putting them on blogger, then they are on my Facebook page under the Mobile Uploads album.

RUTHERFORD :[)

Okay first, I made up a new smiley face (this has nothing to do with science I just needed to tell everyone) it looks like this :{) or this :[) or this :(] or this :{0 ha ha or anything like that.... I bet someone probably already invented it but i just now discovered it >:{)) yay!

ANYWAY, Rutherford took a piece of gold foil and he passed rays over it and it caught them back on a screen after passing through the gold foil. Then he observed what had happened. Rutherford also discovered the Nucleus and Protons and later the "Peach-Pit Model". This model showed that an atom had a Nucleus in the center and Protons, Neutrons, and Electrons outside of the Nucleus. This is like a peach because peaches have a pit in the center and have the flesh of the peach on the outside of the pit.

Science HW, August 31st

How did Dalton, Thomson Rutherford, Bohr, Chadwick or Shroedinger (pick one) differ from Democritus in their use of the scientific method to discover more about the nature of the atom?


     Democritus took a piece of a tree and kept cutting it until he couldn't cut it any more. He didn't experiment with the small part of the tree. Dalton, broke it into atoms. The other scientists also broke it down. Thomson, Bohr, and Rutherford made the differnt models of the atom, and Chadwick, Thomson, and Rutherford discovered parts of the atom.

Alyssas blog

My blog has a very boring name :)

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I really don't care if you follow me or not but because only 50% of you are still reading this :p and you have probably already pressed the follow button...so......THANKS FOR FOLLOWING ME :)