Today we reviewed stuff for NJ Ask,went over some sample questions,discussed elimination processes, and essay questions.

AR

walking project-period 2

Today we continued our walking experiment by walking to a location and finding the distance. We have to find out how many steps are taken in 10 seconds. We recorded each persons step and added them and multiplied by 6 and divides by 4. Our formula we need to follow was- EE was our walker and she walked an average of 27.5 steps in 10 seconds. We found out that she took 135 steps in one minute. We divided it by 60 and got 2.25 steps per second. We later realized how we messes up our experiment and had to start over. This time, we took the measuring tape and measured 50 feet. She walked the distance of that, which also failed. Mr. Finley explained to us to find the uncertainty of our steps. That is something we will continue tomorrow. Tomorrow we will also review the numbers that we found today and use uncertainty to receive a better answer for the number of steps S.D

Walking Lab

Our group started the walking lab yesterday. We started by looking at the equation Distance/ Time = Speed. Then after understood that we devised an experiment.The first step in our experiment we measured a distance of 49 feet 6 inches and that would be the distance we walked. Next we got a timer and we timed each person in our group walking the distance distance three times each. Then we used our equation Distance/Time = Speed for each of our times. My times were 10 seconds, 9.4 seconds, and 9.7 seconds. Then I divided 49.5 feet by each of those times and I got 4.95 ft per sec, 5.27 ft per sec, and 5.1 ft per sec. Next I found my average time which was 5.11 ft per sec. We did this for everyone in the group. After we did that Finley had us measure from his room's door to Mr. G's door which was 198.25 ft. Next we predicted how long it would take KK to walk that distance. Her average speed was 6.24 feet per second. So that means we had the distance and the time for our equation. Next we took the distance with uncertintey and divided it by the speed with its uncertintey. The range we got was 31.74 seconds- 31.79 seconds. Next we had KK walk the distance so we could see the actual time. Her two times were 30.92 seconds and 29.86 seconds. Then we need averaged those out with the uncertinty and we got the range of 30.395 seconds- 30.385 seconds. So even though our prediction was close it still wasn't right on. REMEMEBER TEST ON FRIDAY -DB

March 31 #4

Today we had a substitute and he handed out Lunar Lab packets for us to do. We used a lunar simulation to answer the questions in the packet. Most of the questions were about the phases of the moon and how an observer on Earth would see the moon. We had to work in pairs to work on the packet but we didn't have to finish it. The substitute said we would have time to work on it the next day.

-CS

April 1st

Today, we spent the whole class finishing our Lunar Lab that we started the other day.

Once we finished all four pages of the Lab, we checked our answers with each other. Since everyone is progressing at different rates, some people might have finished checking the labs and started other things (I am not really aware of what other people are doing because I just finished checking the lab at the end of class with my group.)

AT 4th blog

March 22nd, 2011 - Seasons and Sunlight

Today in class, the first thing that we did in class was discuss why we have seasons. We hypothesized that seasons occur because of the Earth tilting different directions and the Earth's position in orbit. Later we learned that the Earth's tilt is always in the same direction and is

constant. The Earth's tilt is always 23.6 degrees if you draw a line from each of the poles.

Next, we discussed direct and indirect sunlight. We already know that the Earth's position around the sun changes making the Earth point either away or towards the sun. The hemisphere tilted towards the sunlight will receive direct sunlight, and the other will receive indirect sunlight. The amount of direct sunlight on the Earth was displayed in

our simulation we did yesterday in the bottom chart with the yellow dot being either spread or focused.

Next, Mr. F had us do an experiment to prove this. Mr. F has a device that measured the amount of solar energy in a room. Then Brady climbed on top of desk and took a solar energy source (a light) and shone it over the device. As Mr. Finley slowly moved the device upwards, the solar energy decreased 0.1. This proves that direct and indirect sunlight is true.

Therefore, seasons occur because of the position the Earth is around the sun. When the Northern hemisphere is receiving indirect sunlight, it is winter while it is summer in the Southern hemisphere. When the Northern hemisphere is receiving direct sunlight, it is summer while it is winter in the Southern hemisphere.

- J. L. (4th blog)

3/14 Phet Simulation

Tomorrow there will be a quiz so today is a review.

SD pushed MM on a cart towards the wall and he only moved a few feet and slowly. The harder she pushes, the further MM goes and the faster he gets there. The greater the force the faster the acceleration. The more mass of the object the slower the acceleration. The less smooth the surface the greater the friction, the slower the acceleration. And finally, unbalanced force accelerates while a balanced force goes at a constant rate. Today we'll test all these hypothesises by using Phet.

We tested it by having a little man push a box across a friction-less surface (ice). The harder he pushed, the faster and further the box went. This proves our hypothesis.

Then, the man pushed the box and the refrigerator both with 900 N on ice. The box was moving traveled across the screen in about 3 seconds while it took the refrigerator 5 seconds. This proves our hypothesis that greater masses slow down the acceleration.

The man pushed the box much faster on a friction-less surface (ice) versus wood and the box accelerated faster. We made sure the box was moving at a constant rate of 500 N. This proves our hypothesis.

We will test by pushing a box across the friction-less ice to see if we push it once, how much it accelerates. If there is a balanced force of 0 mph, the box goes at a constant rate. This was proved by us not pushing/touching the box.

This is a picture of the little man pushing the box on a wodden surface with unbalanced forces of 777 N.

JF (4th blog)

Hi everyone!
Today is March 11, 2011

The first thing we did today was go over the homework.
We added in arrows to the dot diagram in between the dot because we realized that regular dot diagrams are way too primitive. The arrows show direction, and speed (the longer it is, the faster it goes)

Here is a description of the dot diagrams

A) The dots get further apart as they go up. The arrows point up

B) The arrows get closer together as they go up. The arrows are pointing up.

C) There is just one dot

D) The dots get further apart as they go down. The arrows point down

E) The arrows get closer together as they go down. The arrows point down.

The second, third, and fifth one we had questions about

In B:
The ball leaves your hand moving rather fast, but it slows down. This is made very clear by the ball stopping and hovering at the top of its ascent .

In C:There is only one dot in the diagram because at the top of its path, the ball stops and hovers for a very short time. This means it is not moving, and therefore there is only one dot.

In E:There was also a question about E. We wondered why, if you stop it when you catch it, it says it is still going down. Mr. Finley showed us an example. When he caught the object, his arms went down to compensate for the mass of it.

Here is a video showing what would happen in this experiment. It will help explain the things discussed

above.

http://paer.rutgers.edu/pt3/movies/throw.mov

Then Mr.Finley showed us an example. He pushed a dictionary across the table. The book left his hand, then moved across the table, slowied down, and finally stopped
Then we made a force diagram, and explain why this happens.

My group said that Mr. Finley exerted a horizontal force, but once it left his hand,

only the Earth and the table was pulling on it. Then we went over it.

Another group said friction was doing force.

Another idea was that there was unbalanced force being exerted by the surface of the table. In other words, it was pushing back. DB asked if the table could push up and back. We determined that it can. The surface of the table was pushing back, and the whole table was pushing up. This is the solution we went with.

ADVICE:Remember that friction is just like heat. It is NOT a physical object. Juts like you cant add heat, friction can't do force. Only tangible objects can exert force on a system. This is very important to remember, and can be a little bit confusing.

MK(Fourth Post)

March 7th, 2011

Today when we walked into class, we got right to the questions from Friday. We took out our homework from the 3rd, and JF and AL drew the force diagrams on the boards from the picture frame and the car problems.



AL had labeled her force diagram like this (on the top) force exerted from the Earth on Car, then the dot was labeled car, and on the bottom it was the force exerted from the road to on the car. But she had mixed the two up, the force from the Earth was on the bottom, and the road on the top, so JP fixed them.

JF had labeled hers as so; on the top, it was the force from the string and the middle was the picture with the frame and the bottom was the force on the earth

The arrows on the picture frame was very short because the picture frame isn't exerting as much force as the car.



Then Finley showed us a "video" on PHET that was a man pushing a box on the ice and we had to make a force diagram on the "video"

EC and I said that if force is exerted on the box, then the box is going to continue traveling for awhile, but before the earth's force is going to slow the box down.


JG (Fourth Time)

3/3/2011 Period 2

The main thing we did today was go over the HW, but there were a lot of very important questions that came up. Our HW had 2 questions that each had a, b, and c.

Question 1 had a scenario about a jacket on a hook.
A said: what are the objects with which the jacket interacts? What object is our system?
When we discussed this in class we came up with the jacket touching the hook, and that the jacket was the point of interest and the system.

B said: Represent the situation with a force diagram.
The force diagram looked a little like this. The hook was pushing the jacket up, and the earth was pulling the jacket down. The arrows have to be equal because if the hook exerted more force than the earth the jacket would keep rising, if the earth was exerting more force than it would pull the jacket down to the ground.

Hook

+70N

Jacket

0N

Earth

-70N

Alexia had a great comment about the hook, she thought that the hook wasn't exerting any force. That's when we had a class discussion and found out that if the hook wasn't exerting any force than the jacket would just fall because there is nothing holding it up..

C said: How would the force diagram change if you put a heavy book in your pocket.
If you put a book in your pocket than the diagram would look more like this. The earth would be exerting more force downward and the hook would be exerting more force upward. The jacket would still be in the same spot because the forces are still equal.

Hook

+100N

Jacket
0N

Earth

-100N


Question 2 was about 2 people carrying a suitcase.

You had to make a # sentence and a force diagram for A. The # sentence i used was +20 + -20 = 0, and this was my force diagram.

People

+20

Suitcase

0N

Earth

-20N

For B you needed to put the total force exerted on the suitcase. That would be again O because 20+(-20) is 0.

C asked how you decided which side you decided was to be positive and which negative. The positive side goes up because the positive side is always represented by going up or right and the negative side is always represented by left or down.

We didn't do anything else in class to today, but we do have 4 Q's for HW.

JB Post #3

New Unit - Astronomy

Today we are starting a new unit - Astronomy


We started off class with a demonstration of holding a bowling ball in one hand and a ping pong ball in the other. Then we observed what happened.

• You have to push up to hold each ball


• There is a different push on both sides because of the weight difference

We then discussed a new term, force, and that you are applying force to the ball to hold it.
Force - Interaction between 2 or more objects. (push, pull, etc.)



Next, we talked about what the previous class had said about this demonstration.

"The student had to have done work to the ball in order to hold it up." This is not true because you are applying force to the ball, not work. The ball has gravitational potential energy when it's being held, but nothing is doing work to it.

QuEsTiOnS

+What would happen is this was the only force exerting the bowling ball?

-The only force is pushing up, so it would keep going up and not come down

+Are there any other objects exerting a force?

-The earth is pushing the ball down.

There is an equal amount of force on both sides so it is balanced.
Our number statement for this scenario would be: +7 + -7 = 0

This is because you are giving the ball energy when you hold it above the ground. The earth is pushing down on the ball, making it lose its energy.

During class today, someone mentioned something about the displacement of the ball. I didn't really understand that and why it was displacement. Could anyone tell me about it?

EE (3rd blog)

February 17, 2011 #3

Today in class, we reviewed atoms and subatomic particles again.

We reviewed that:

• atoms are made of smaller particles.
• those particles are called subatomic particles.
• there are three different types of subatomic particles: protons, neutrons, and electrons

We also did a PhET Simulation called Build an Atom and used it to answer six questions. The Build an Atom simulation was a simulation where we added and took away different subatomic particles to determine what element the atom was, whether it was an ion, what the atomic mass was, whether it was unstable or stable, what charge it was, and how it looked on the periodic table.

These were the questions that we needed to answer:

+ What do these particles do? (charges)

The protons and electrons determine the charge of the atom. If there are more protons than electrons in an atom, the charge is positive. If there are more electrons than protons, the charge is negative. If there is the same amount of protons and electrons, the charge is neutral.

+What controls an element's identity?

The number of protons determine the element's identity.

+What controls the atomic mass of an atom?

The mass of the protons and neutrons determine the atomic mass of the atoms.

+What is an Ion? An Isotope?

An ion is a negatively or positively charged atom. An isotope is an atom with an irregular number of neutrons.

+What does all of the numbers and letters refer to in each periodic table box?

The number in the top left corner of the box is the atomic mass of the atom. The number in the bottom left corner is the number of protons in the atom. The letter in the middle of the box determines what element the atom is going to be. The number in the top right corner of the box whether atom is positively charged or negatively charged and how many particles make it positive or negative.

We used the simulation and previous notes to answer these questions, but I am still confused what makes an atom stable or unstable.

-CS

February 16, 2011

Today, we started class today by continuing working on this question:

In small groups, you will devise a plan on how to separate the following frozen mixture of sawdust, iron fillings, sand, and sugar.

Ever group discussed with there tables about how they are going to separate these.

Our group said that we would melt the ice cube in a glass container. The less dense material (wood) will be floating and we will scoop it out. Then we will use a magnet to attract the iron filling out of the water. Then we will pour the water, sand, and sugar mixture through a coffee filter and into a glass container so the sand and water/sugar is separated. After that, we will heat the water/sugar mixture. We predict that by doing this, the water will evaporate and the sugar would stay in the glass container.

After we came up our own experiments, we performed it. This experiment has to be done within the class period.

When performing our experiment, we were very careful when heating the water with dissolved sugar. Another group heated the water/sugar for too much and had the same outcomes as our sugar lab. I am not really sure about how to prevent this. Is there a certain temperature that sugar separates to carbon and water?

-AT 3rd Blog

Friday 18, 2011

Sorry but this blog is really late, this is supposed to be from Friday...

Today we came in and the first thing we did was to get goggles and an apron. We were going to start our experiment for our lab report.

So the first thing we did was to make sure we had everything. The materials we used were...

• Gauge
• Test Tube
• Test Tube Grabber
• 15-20ml of Sugar
• Saucer
• Saucer 2
• Matches
• Bunsin Burner

Before we did anything, as a class, we talked about the background information we got for our lab which was the homework from the night before. Some the the information was about John Dulton, atoms, particle motions, conservation of mass, decomposition, synthesis, states of matter, and sugar(C12H22O11).

Our experiment was to decompose 20ml of sugar. Our first step was to weigh all of the items that i listed above.

Our hypothesis was that sugar is made up of 2 things. Water and Carbon because sugar is C12H22O11. The C part is carbon and the H20 part is water. So our prediction was that if we were to evaporate the water by boiling the sugar, there should only be carbon left in the test tube. Also if conservation of mass were true, the test tube with sugar in it should weigh less than before the water was boiled out of it.

We were ready to experiment. First thing we did was to turn on the Bunsin Burner. We took a match and we put the flame over the bunsin burner, and it was on fire. Then we took the test tube with sugar in it, and used the test tube grabber to put it over the fire. In about a minute we already saw changes happening. At the bottom of the tube that was being heated the most, it seemed like the sugar was turning into a liquid. Moments later, the liquid turned into a yellow-ish color. The level of the sugar started rising to the top of the test tube as water was evaporating. It turned purple like black and there was water particles escaping and we trapped it with the saucer. As more water particles came, it turned back into water and dripped down. After we felt like there was no more water left, we turned off the bunsin burner and put the carbon filled test tube away.

Later in the day, we came back to see how the carbon was like. It was still black and hardened. We took paper towels, wrapped the test tube, and smashed it. The carbon came out looking like this.

That was it with our experiment, but now we have a whole lab report to write about this. We need background information, hypothesis, prediction, materials, experiment, analysis, and a conclusion. The lab report will be due sometime around next week. The test will be on Friday.

Y.E

First, we went over our homework. We learned that a physical change is when an object changes, but does not effect their chemical nature. An example of this is wood turning into a baseball bat. The next thing we went over is a chemical change which is when substances change into different substances. An example of this is burnind wood. Most of the time, chemical changes relate to rearangment of atoms. One more thing is that physical changes are reversable and chemical changes aren't. After that, we start to think about an experiment. We have to filter an ice cub to see all the materials in it. The materials are iorn, wood shavings, sugar, water, and sand(I'm not 100 percent sure on sand).For this specific experiment, my group decided to make an experiment we did in the 5th grade. We will put the cube in a transparent cup, and leave it alone for a while. After waiting for a day we should see the most dense materials on the bottom and the least dense materials on the top. We can just take each part out from top to bottom and we will have all the materials in seperate spaces. We also have our test on friday. Mr.Finley posted a study guide on the website and I highly recomend you check it out. Our lab report is also due friday.

PS I can't add an image because the "add picture" button was not working for my computer. If I were to add a picture, I would have shown a burning fire, and a glass with the least density on the top and the most dense on the bottom


MP

First in class, we went over our homework. The definition of a physical change is when an object changes but does not affect their chemical nature. Some examples of this is when wood becomes a baseball bat or melting ice. The definition of a chemical change is when substances change into different substances. An example of this are burning wood. We learned that typically, chemical changes relate to rearrangement of atoms. Another thing about physical and chemical changes is that physical changes are reversable, while chemical changes aren't. We also have a test on friday, so start studying. Mr. Finley posted a study guide on the website to help us and I highly recommend you check it out. After we went over homework, we discussed and experiment. We had to filter out an ice cube to see the materials inside. The materials are iorn, wood chips, sugar, water, and sand(im not 100 percent on sand). My group had the idea that if we put the materials in a cup, the less dense materials will go to the top, and the more dense will go to the bottom. Then, we can just take the materials out. Lastly, our lab reports are due on friday. So, I hope this will keep you up to date.

Thursday February 10th

We continued discussion of the topic from the end of class yesterday. About how the number of atoms of each type must equal out on each side of the equation.

For example: H2+O2 yields H2O had to be changed to 2H2+O2 yields 2H2O

The three methods we learned to solve these types of problems are using pictures, writing the numbers of each element, and using ratios. The first two are the easiest methods to use.

I cannot create the picture method here but ill show the other ones.

H2+O2 yields H2o 1.to start write the number of each type of atom for each side

H=2 H=2 2. you can see that there is a different number of oxygens on

O=2 O=1 each side. To correct this you need to add more molecules.

H2+O2 yields 2H2O 3. Now the oxygens are equal but the hydrogens are different. To

H=2 H=4 correct this you need another Hydrogen molecule.

O=2 O=2

2H2+O2 yields 2H2O 4. This is you final answer.

A major part of this is that you cannot have fractions such as H1/2 because half of H would become a different element.

All of this has to do with conservation of mass. There must be and equal number of each type on each side otherwise something has gone wrong. Imagine you have just finished chocolate chip cookies. You put them in the oven and when you come back later the chocolate chips are gone. You absolutely know that you put the chocolate chips in the cookies so you start to freak out because this is impossible.

That is basically what we are dealing with when we do these problems. The mass must stay the same. Nothing can just vanish.

Tomorrow we are starting to work with Bunsen burners. We will deal with the type of chemical reaction called decomposition.

-JP

Feb 7, 2011

We started by recreating the concept map on the smart board. We had to connect the terms particle, atom, molecule, ion, proton, nuetron, isotope, electron, and element. We gave the connections and answers and Fin drew it. He also talked about how the mass of an atom came from the protons and neutrons, but not the electrons. For extra credit: look up the mass of protons, neutrons, and electrons. Then compare them. He put a piece of paper in a box with two chimneys and let the paper smolder. He told us to figure out which chimney the smoke would go through. He did the same thing again but he put a lit candle underneath the other chimney and told us to figure out which chimney the smoke would go up now. The only hint he gave us was that the box was called a convection chamber. The candle heated up the air making it less dense and it rose up. The smoke rushed to the empty space and was heated up by the candle and it rose out Chimney A instead of Chimney B.

G Stum

Today in class we reviewed the homework," More Matter...it matters". We discussed what experiments could be performed to see if heat can be added or removed from a system. Someone said we should measure a closed container of water's weight and place it on a stove and see if the weight increased.

In class, we performed a similar experiment. We lit a blade of metal. The metal weighed 7.9 grams before we lit it. After it was lit, the weight remained the same. This disproved Elmar's idea of heat which was it can be added or removed from a object.

By doing this experiment, we learned:

*Heat isn't a physical, if it was metal would've gotten heavier.*

*Heat is a process,it's the movement of particles.*

We defined conduction by stating it was the transfer of energy by touching. (particle to particle)

We defined convection by stating that it was the transfer of energy through fluids(ex.water,air,play-doh, jello,etc.)

Fluids- are not state, it's a classified combination of liquid or gas.

Mr.Finley asked us why the goo in the lava lamp moves?

Our answer was that the goo was heated up by the energy source.(light).

The exact process on how a lava lamp really works is :

energy source shoots out light waves ~ waves hit particles, particles move faster ~ particles spread out ~ substance expands ~ substance is less dense(particles are spread out in it),so it floats ~ floats to the top ~ substance is further away from energy source ~ energy (particles) transferred to environment which means substance has less energy ~ particles are moving slower ~ particles condense,(denser) so sink to bottom ~ cycle starts again because goo is closer to the energy source (light) again

AR (3rd)

Today we started with checking the home work. Then Mr. Finley went over what we did on Teusday. We went over how scientists said that when they rubbed their hands together they were leaking phlagastun (flag-a-stun). Then they called it heat. We went over how the scientists tried to find out how heat works. They came up with some crazy ideas like how they were swimming in a liquid of heat and other ideas. Then Fin started complaining about how people misuse the word "heat" in our language like how people ask each other to turn up the heat. Then he asked a lot of people to stand in a line and hold each other's hands. Then he explained how the people are particles in a spoon and Finley was the soup. Then, he explained how the particles moved around. Everyone in the line shook their arms to show movement. DB pointed out that the people model shows that energy travels in waves. Then we talked about energy waves and about solar flares. Then Fin asked what would a star's radiation affect? We said that it would shut down all sorts of technology like cell phones and satelites. Then we had a quick talk about pop-tarts, hotpockets and peeps and how they explode. Then we talked about the radiation of heat in a micrwave and how it's bad to watch things heat up in the microwave. Then he talked about how radiation affects the body by giving you sunburn. Then he talked about how we dropped aan atomic bomb in WWII that has radiatioin. Then Fin said that even though a bomb was dropped 100 miles from a house far they would still be affected because the radiation travels in waves and travels far. Then he showed us a simulation on PhEt and that if he increased the amount of waves, the faster the particles moved. Then he asked the groups to duscuss how the microwave worked on PhEt simulation. Then he asked the groups to discuss how a thermomiter works. We then quikly went over how it works. Then it was time to go.

WR

February 1, 2011 - Different Types of Heating

Today, we went over homework and took the science quiz scheduled for yesterday. The homework was to find 3 types of heating. Here are the three types:

• Convection
• Conduction
• Radiation

Convection is the transfer of heat energy in a gas or liquid. An example of this is a hot coffee cup. Heat leaves the coffee cup as the currents of steam and air rise. Another example is that convection is responsible for making macaroni rise and fall in a pot of heated water.

Conduction is the transfer through matter from particle to particle. Conduction is most effective in solids, but it may occur in fluids. An example of conduction is a spoon in some hot soup. The spoon becomes warmer becomes warmer because the heat is conducted along

the spoon. Another example of conduction is when you touch metal. When you touch a metal spoon, it usually feels colder than you. The metal spoon is not colder though. It only feels colder because it conducts heat away from your hand.

Radiation is electromagnetic waves that transport energy directly through space. An example of radiation is sunlight. Sunlight moves directly through space to Earth, without help from any fluids or solids. Another example of radiation is a light bulb. The closer your hand gets to the light bulb the warmer it feels. The light bulb is emitting heat without any help from fluids or solids, like sunlight.

After we reviewed this, took our density quiz.

- J. L. (Third Blog Post)

January 31, 2011 - Reviewing Matter HW (review for quiz)

When we first got to class, Mr. Finley announced that the quiz that he told us about on Friday will be postponed to Tuesday, February 1. Then, he checked the homework from Friday, and we went over it as a class. The homework was about reviewing matter.

It was about the speed of particles moving, and how particles relate to the different types of energy. For the first question, it was about someone trying to open a jar, and they ran it under hot water. To demonstarte what the particles would do in cold and hot water, Mr. Finley did a demonrtation. 4 people stood in a line, shoulder to shoulder, tightly (they represented particles) and they started to "vibrate". This showed how the speeds of particles change from fast to slow or slow to fast. It also demonstrated how the particles tend to expand from each other.

For another part of the question, we had to draw particle pictures. Below are the ones from class:

The next question related to thermal energy. You had to rub 2 pieces of paper together, and explain why the temperatues incresed. It rose because the particles on each sheet of paper bump into eachother. The internal energy/thermal energy was increasing, as someone said. Next, we had to make a bar chart. 1 sheet of paper was the system, so it was doing work. The bar chart that the class made together was:

**the heating symbol in a bar chart is: Q

The bar chart basically explains:

Intitial: The paper didn't have energy because there was no work/heating being done

Work/Q: The papers were rubbed together, so it created heat

Final: The end showed the same amount of energy that was there while the papers were rubbed together.

Next, we discussed why the temeperature cooled down after it was rubbed. Someone in the class said the energy was transferred to the air (the paper was heating the enviorment). Mr. Finley decided to relate it to real life. So he asked what what we mean when we say "heat". Somebody answered that we mean "hot air". So, this proved that by rubbing two things together, its not making you feel heat, it is really making hot air around the objects, so you feel that. After doing that, we learned how to draw a bar chart with negative thermal/internal energy. It would look like this:

Initial: Some thermal energy

Work/Q: Lose part of the existing thermal energy

Final: Only a little thermal energy left

Finley went back to energy transfers and compared school to it. He said that after school when he is working, and no one is here, it's colder. The energy isn't transferring because there are not any people moving around and causing a lot of energy.

The last part of the homework was the lemonade problem. It was a situation about cold lemonade in hot water. Finley wanted to know why the temperatures became the same. The difference of the hot water transferring energy and the energy steeling energy lead to the temperature change in the lemonade situation. It went from warm to cold which brought us to the 2nd Law of Thermodynamics. The 2nd law is getting an equal lybrium. In this 2nd law, energy always moves from warm to cold (high to low). The first law was the transferring of energy concept.

That was all that we did in class today, but we have homework. It will be posted on Mr. Finley's website. He told us that it is about finding 3 types of heat. Before we left he gave us 2 hints though:

***2 of them start with the letter C, and the other one starts with R.***

-A.L. (3rd)

In Class today we went to the Phet website. Then go to play with sims, Then go to states of matter. First he wanted to see what would happen if we put an icecube on a counter. We councluded that if you do the particles would start to heat up and vibrate faster. The next question was what would happen to the motion of the particles if it changed from solid to liquid. Also if it changed from liquid to gas. We said that the particles were vibrateing and spreading out.


-MM

MA 1-25

Today in class, on 1/25/11, we did many things.

First, we did a practice problem for density: a soup can, with radius=2cm, h=5cm, and the mass=300g. We had to find the density. In order to, Finley gave us a cool pneumonic device to help us rememebr formulas for circles and cylinders: for a circle, it's 3.14r(squared), and since a cylinder is really a bunch of circles on top of each other, you multiply that equation by the height, h. You get 3.14r(squared)h. The density was 4.78 grams per cm.3

We also went over the homework. It would be hard to put up all the answers here, but i'll put some of the conclusion questions:



2. An object with a density of 0.67 kg/L would float 2/3 underwater.

3. A floating object has an upward force that is equal to the downward weight.

4. What would happen to an ice cube if it was dropped into a glass of 100% ethanol (density= 0.789 kg/L)? Would it be pushed up more or less? Why do you think this?

It would be pushed up more and down less. It would be because, if you look at the data, you can find this rule: if the object is less dense than the liquid, it floats. Contrariwise, if it is denser than the liquid, it will sink more.

http://en.wikipedia.org/wiki/Density
that helped me understand some of it.
-MA
3rd

1-24-11 Density

Today in class we got back our test, and packets.
Notes:
The amount of particles is the mass.
Unit Rates:
In order to compare, the unit rate must be the same.
mass: 1 unit of volume

mass
---- = density
volume

You have to make the unit to 1, because it is easier to compare to the volume that way. The goal is to compare two masses.

Next we went online to phet. We are supposed to answer the questions posted on the website for homework.

To get to phet, you google phet. Then you click on play with sims, then density, then run now.

The website is below:
http://phet.colorado.edu/en/simulation/density"
In class, we began this while working with a partner.

We came up with the formula that density = 100* the %

KK this is my 3rd blog

January 21,2011-- Denisty

What is density?

-- Amount of particles or mass

-- To find the volume, you multiply length*width*height.
-- The size of the object doesn't change the density. Like materials will have the same amount of density even if one object is bigger than another for example, a life-size gold Jenna statue versus a a solid gold ring has the same density

Unit Rate example: x miles per hour (for every hour, your drive x miles)

To be able to compare, you have to "minimize" the volume down to one.

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This is a bit of the packet we worked on showing how to reduce a ratio.
21.6 g : 8 cm3

2.17 g : 1 cm3-------> 2.7 grams per centimeter cubed

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milliliters cubed is another way to measure volume

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Reflection: Because of the activity with the floating/sinking cubes, I now much better understand the concepts (mass, density, volume, etc..). The packet also helped me becasue I had to figure a out the mass using only the volume and density, for example.


This is an example of the website we worked on where all the cubes had the same amount of density.

JF 3rd

Wednesday's packet review (1-19-11)

Today (Wednesday) we had to finish our packet by the end of the period because it will be graded as a quiz. Last week we worked on all of 5.2 and 5.4 with the sub. Yesterday since it was a delayed opening and we just got back from the weekend, we weren't expected to finish the packet thus making it due today.

Overview of the packet:

5.1

examine a book on your group's table.

a. We thought the book (our book) resembled a rectangular prism

b. You can learn about it's length ( 25.5cm), width (20.5cm), surface area (522.75cm^2, 102cm^2, and 82cm^2), volume (2091cm^3), and depth/height (4cm).

c. Perimeter to SA is basically the distance around an object/shape to the unit per area inside the object/shape. Area to volume is basically the same thing but 2 dimensional to 3 dimensional.

d. the volume of the book is 2091cm^3 and we got it by the formula l * w * h = v.

e. yes, there is a formula to find the volume of a soda can (cylinder) by h * c * r^2 = v.

f. No, you can't use the same approach to find the volume of a water bottle because it is made up of multiple 3d shapes instead of one.

5.2

a. Volume to length is practically 3d to 1d because length only measures one line. V to A is, like I said earlier, 3d to 2d. we measure volume in cubic centimeters.

b. There is more than one way to measure the volume of the given object (ping pong ball, coin, a toy, and a dice). A few ways are to use an overflow bucket, use a formula with any variables needed, or a graduated cylinder.

c. Answers may vary

d. You can write down the result of each measurement by adding the uncertainty. Also, if it is compared together with two different units, then you can transform the units into one and then add the uncertainty.

e. answers may very

f. answers may very but your answers should either be the same or close enough to compare.

g. answers may very but uncertainty added to each result should make both the same or even closer.

5.3


It is important to have many ways to find the volume of an object to double check your results and to give you a better understanding of the experiment.

5.4 (if I get an answer wrong you can explain the correct answer below)

a. 0.016666 repeating hours are in a min. 60min = 1hr

b. 1L = 0.2642 gallons 3.785L + one gallon

c. 1,000g = 1kg 0.001 kg = 1 g

d. 1,000,000cm^3 = m^3 0.000001 m^3 = 1 cm^3

e. 1cm^3 = 1ml 1ml/^3 = 1cm

Sorry that I couldn't post this yesterday. Comment if you have anything to say or anything to add!

BB (3rd Blog)

Density- P2

Today in classs we reviewed and learned more about mass and particles. To start the class off, we were to look at this table:

Mostly evaporated-(volume) 1000cm^2 (mass) 100g

Open to air-(volume) 1000cm^2 (mass) 1000g

Pumped with air-(volume) 1000cm^2 (mass) 1100g

Throughout the graph, the volume stayed the same, but the mass increased.

To see a visual example, Mr. Finley placed a slightly inflated rubeer glove inside of a jar. He then asked "What will happen if we pump air out? After testing this experiment, we found out that the glove inflated with air and increased in mass.

Things to Remember: Dense- amount of particles in one place.

Mass- particles

SD

Burning Paper On January 11, 2011

First, we reviewed what we did in school Friday. On Friday, we dissolved sugar into water to see if mass is conserved. We found that mass is conserved. We made the following lists.

Things that are conserved:

-energy

Things that aren't conserved:

-volume--->empty space issue

-mass

Terms to know:

volume- the amount of space something takes up.

mass- the amount of stuff (matter) something is made of.

To find someone's weight without a scale, you could lift them up. This doesn't work in space because he doesn't have any amount to push or pull something. This is your weight.

Difference between mass and weight:

Mass won't necessarily go away, but weight could.

Mr. Finley takes a piece of paper and crumples it up. Has the mass changed?

No, the volume changed. The mass didn't change because he didn't take anything away.

When he lights the paper on fire, the mass does change because the fire is consuming the paper. There ended up being less of the paper left. The mass is going to decrease because the paper is turning into gas. The evidence is the smoke rising from the fire that is burning the paper.

In conclusion, today we learned about the mass and volume of different objects. Mass isn't specifically the weight of someone or something, but the amount of matter it is made out of. The volume is the amount of space something takes up. These two terms represent completely different things and make up the characteristics of an object or person. When you take away some of the mass from an object, the weight decreases. We figured this out being using the scale we have in class to measure paper before and after it is burned. Now, since the paper is smaller in size, it has less volume as well, and takes up less space.

http://answers.yahoo.com/question/index?qid=20091215213423AAbDi9p

Here is a link to a very important question that deals with what we learned about today.

EC

Third Round!!!!!!!

Hi everyone! Today is January 7th.


First we continued to go over yesterday's homework.


EC said that when you pump a basketball up, its not really
full because the particles inside are all moving around

GS continued her thought saying that air has a lot of empty space in it.

To test whether it is full or not, we could try to pump more air into the second picture.

Then we drew these two pictures. The first is before we pump more air in, and the second is after we pump more air in.

The dots represent particles. There are more particles in the second than the first. This diagram does not include arrows to show direction and speed, but the particles in the first go much fatser

DB asked a good question. "Why, if the particles are moving, doesn't the ball change shape?"

That brought us to the balloon question from last night. As we pump air into the balloon more particles go in, move around, and push the sides of the balloon out.

SA and Finley each pushed on a piece of paper. SA represented the air pressing against the outside of the balloon and Finley represented the air pressing on the inside. The paper didn't move so the balloon doesn't expand. Then Finley stopped pushing so SA moved the paper forward. This shows that the balloon would expand.

When you are blowing it up the push on the inside is stronger than the push on the outside. That is why it expands. When you stop blowing the force on the inside and outside are equal. That is called an equilibrium. When you put it in a vacuum, the force outside is less than than the force inside again.

Then we went over the cup question. Finley held up a cup and asked if it was full.

MA said it was full of air.

To test this we would turn it upside down and slowly push the cup into water. We put a paper boat on the water and pushed it down.

We did this test in class. The boat did not get wet once we brought the cup back up. A tiny bit of water was in the cup

In short the water did not go into the glass because the air was pushing again the water and the water was pushing against the air.

The reason a little bit of water did was because air is partially empty space. The water was trying to compress the air so it could get in. That is why there is less empty space at the end and a little bit of water got in.

This is like an old scuba diver helmet that contains air and water can't get it.

It is also the same concept with bubbles. The particles of air are very compressed so the bubble has a lot of force pushing outward.

Then we started talking about conservation. Its like energy. 10J K + 10 J Ug always equals 20 J.

Volume is not conserved because when you add 10 ml of some particle that can get absorbed by water to 10 ml of water. You will NOT get 20 ml of stuff.

When something can's go into the water it still will not be conserved. The water goes into the other material.

Its like sand. The water goes into the sand. Like at the beach, the sand by the water is wet.

Then we tested whether mass can be conserved.

Finley poured 306.2 grams of water into a graduated cylinder. The cylinder itself weighed 52.2. We have five grams of sugar. What would happen? Will we get 311.2 grams? We checked. It was 311.1. Because of uncertainty mass is conserved.

This weekends home work is... NO HOMEWORK!

I have a question. If you put a solid in water with no empty space, would the volume be conserved? Finley said volume is never conserved, but in this case, where would the water go?

MK (post 3)

1/6

Today we mostly talked about the homework. The homework was if you have 100 mL of water and add ten mL of sugar/salt to the water, using our idea of partcles, what should happen? My groups prediction was that the sugar particles would go into the empty spaces and dissiper. The final mesurment would be 110 mL. Our prediction was half wrong half right. What the sugar did was it only went up five mL and the mesurment was 105 mL. What happened was it went into the empty space in the water. The reasont it went up at all is because it ran out of space. Anthony M.

January 5th 2011

We were talking about the alcohol/paper in a vacuum problem today. The question was "Why did the alcohol disappear quicker with no air than with air?"

My group came up with this hypothesis.

• Particles move faster with air. No air particle get in the way

Then the whole class joined together for a group discussion.

Davis said: Without the air there is more room and less resistance so it leaves the paper quicker. And it turns out it was a lot of group's hypothesises. Just different wordings.

Finley then said that that alcohol is made up of parts, like particles. Any thing that makes stuff up. Particles want to move, they don't want to move. They're naturally in motion.

Finley brought up a group and a single person. The group was blocking the single person from doing what he needed to do. It made it harder for the single person to move through the group.

We proved that the alcohol dried faster in the vacuum.

Finley brought another group up and put a chair and a container of ammonia with a group of people around it. It was a group of about 8-10 people. 4-5 girls 4-5 guys. They were instructed to raise their hand when they noticed something. 3-4 guys raised their hands.

Afterwords, we wrote down this;

• Hands rose very randomly
• In general, spread from middle outwards. (Not a perfect pattern)
• Shorter people got it first.
• JF & KK never detected the smell.
• Papi detected it 3rd.

The particles were explored farther;

• they move freely
• they move in a random manner
• they move in a direction.
• moves at random speeds.

Then we revisited the homework question:

If your mom is making pizza on the first floor and your on the second floor, how do you know what she's making for dinner?

A classmate said that you know what she is cooking because the particles in the food makes the scent.

Class ended soon after that. The homework is posted on Finley website.

JG

Monday January 3,2010- Observations and Mechanisms

Today in class, we talked about mechanisms and how to make proper observations. First, Mr. Finley added a liquid to a piece of notebook paper and told us to take observations. He said that observations should be things that we can sense with our five senses. Observations shouldn't be things we think that we know or assume, observations should be fact only. Then we began to take observations on the liquid on the paper. These are some of my group's observations:

-where the liquid hit the paper, the paper turned a darker shade
-the liquid smells like rubbing alcohol
-the paper gets wrinkled where the liquid touches the paper
-the liquid is disappearing
-the larger the spot of liquid, the more time it takes to disappear
-when the liquid was on the colored lines of the notebook paper, the lines blurred

After that, Mr. Finley told us that so far this year, we have been making explanations about the things that we have experimented. Explanations -------> why things happen. He said explained that we were now going to make mechanisms. Mechanisms -------> how things happen. Mr. Finley explained that mechanisms can be crazy ideas, but they have to be testable.
He started us of with an example mechanism for the liquid on paper. Ex. The table soaked up the liquid(the liquid went inside the table). We then started making mechanisms of the liquid on paper at our groups.These are the class's mechanisms

1. It went inside the paper
2. The air took it
3. Some other organism took it
4. When people smelled it the liquid on the paper for observations, it went up their noses

Lastly, we began to test our mechanisms. We made a chart with three columns. Th first column was the mechanism column, second was the test column, and the last column was the prediction column, when you think you are right. We only had time to fill out the chart for the example mechanism.

mechanism column: the table soaked the liquid up

test column: take the table away and repeat

prediction: the paper should stay wet

Before we could actually test the mechanism, the bell rung.

Some advice if people are getting mixed up with explanations and mechanisms. Think of them like this:

explanations=why
mechanism=how

There are some pictures of liquid on paper on the top of the of my post taken at 20 minute intervals.

CS