Electromagnet Lab Tests

When I checked my grade on Engrade, I saw that you had already graded the Electromagnet Lab. Regardless, I decided to do a reflective written blog post, just in case.

The Electromagnet Lab was interesting to see and do. At first, Gavin and I started out just using a nail with wire coiled around it and picking up paperclips with that. We got a good twenty-something amount of them using the nail, but we could get more with other materials. We tried a magnet, and magnetizing it even more with the wire coils. Once we tried using a golf club. We had wound the wire around the whole club and attempted to use it, to only remember at the last minute that golf clubs are made from aluminum. One of the main things you had to worry about was that the battery, once you took it off of the electric plug-in charges, would start to weaken after a while, and paperclips would start falling off of your magnet after a period of time. The voltage didn't really affect the magnetic pull when we used it, from what I can gather from my memory. We ended up getting the most paperclips using the nail, the first time we had tried to magnetize something.

TESTS!

BALLOON LAUCH INTO SPACE:

For about two months, I believe, we began to dream up our Balloon into Space project as a class. When we had split up into several smaller sections and groups to work on specified targeted objects, such as Parachute Development, Communication, and the A-Team, Ashley, Lauren, and I began our own group for Container Development. We had to work on creating a safe and suitable holder for the point-and-shoot camera, the iPhone, the Flip, and possibly an extra global positioning system device, that would protect it and keep it stabilized throughout its journey in the air, space, and back down to Earth.

We were first unsure of how to create the design of the container. I remember considering using Styrofoam because Mr. H had said that it's a good choice, and maybe lining the exterior with a bendable plastic, and the inner side could be lined with some sort of cardboard, possibly. We trashed that idea, and thought about maybe just taking a box and positioning the objects in their own containers. Our main priority and concern was that the camera and iPhone should remain stable and secure, and most importantly, safe. Plastic and cardboard sounded a bit dangerous and not cushiony enough to protect them, and it would probably break or shatter upon impact in landing.

Eventually we decided that Koozies were made of the perfect material; they are durable and keep drinks cold or warm, and are soft enough to cushion the cameras' fall. The design consisted of a dumbell type design, I suppose, and provided a somewhat three-dimensional view because there were three locations that cameras could be placed in. We covered the container in a good two or three layers of duct tape to ensure its waterproof-ness and to make it look more professional. Although we weren't chosen to be the winning container, I was still proud of our design and strength in the container, as it was able to keep the cameras and iPhone in place and protected, but wouldn't destroy anything it landed on, like a car window or so.

 

BALLOON RACERS:

Jack and I worked on our balloon race car around January to February. We had several designs at first, but we never quite came through with any of them. The ones I remember the most involved tin foil and sharp objects. Actually, almost every design had sharp objects or explosives (not my idea). It was extremely helpful when Mr. H let us use his car he had been building in class one day. We used a pen barrel to concentrate the air leaking out of the balloon, which did significantly make the car faster, but wasn't enough to get it very far. We decided to use a funnel, and I borrowed my Mom's metal one from her kitchen drawer. This reduced our time by a lot, and was very helpful also. We tried having a balloon within a balloon, but it didn't make any changes. Actually, it slowed it down instead. We didn't win a big prize or make a big achievement, but I liked the design we had made.

Balloon Container Development Update

We have wrapped the whole container in duct tape yesterday so that it looks cooler and more professional, and to strengthen it. We tested it outside again yesterday. We tied it to the parachute (not Gray, EO, and Maybry's, though), and its still very durable and strong. It got tangled up in a tree when we threw it one time, and another time it almost landed on us, but it didn't hurt. Our container is both strong, like if it fell on a rock. But it won't be able to destroy anything if it falls on anything, like someone's car. We have basically finished the container. Today we are going to test it again. We will attach balloons to the container to see approximately how much helium it will need to lift up and keep going into space. We will go outside, probably near the bleachers or on the field. We have room for three cameras total. We will most likely use two flips and a point-and-shoot camera taking pictures with five second intervals. This will be useful because we can have three different perspectives of images all together, so we can put together a better picture of what it looked like up there.

Balloon in Space Container Development

Today, in class, we took the container to see how well it works if we throw it from the bleachers. However, we attached our container to Maybry, Gray, and Elizabeth O.'s group's parachute. When we threw it, it the parachute worked properly, and slowed down the falling of the container, and the Koozies cushioned the fall. We will probably join groups together and work in one large group so that we can make adjustments and changes based on the parachute and the container so that when we test them we can put them together. Our container works very well in terms of safety, stability, and security, but we still need to make another for the digital camera and the phone. Hopefully ours will be the one to go into space.

Balloon Racers

Balloon_racerrrr

(Just wanted to let you know, this post counts for Jack, too.)

Mass: 70 grams
Acceleration: 0.072 m/s squared
Net Force: 0.057 N
Total Distance Achieved: 5.5 meters

We used the car base and wheels Mr. Harrelson kindly gave to us. The wheels have a larger diameter in the back and a smaller diameter on the front. The car base also gets slightly narrower from front to back. The balloon is attached and taped to a pen barrel, which is then attached to a funnel. Then this is taped down onto the base. The balloon is first blown up, and then we attach it to the pen barrel and funnel. We also use a pen without the actual pen portion to block up the opening in the funnel and prevent air leakage after we've blown the balloon up. Then we take out the pen and let the car go.

Homework 10

Objective 1: Understanding Solutions

1. What are the characteristics of solutions, colloids, and suspensions?

Solutions are mixtures in which the particles are all the same. Colloids are mixtures with larger particles than solutions and they "settle out" eventually. Suspensions are mixtures with the largest particles that "settle out" quickly.
2. What happens to the particles of a solute when a solution forms?

They fill in the spaces of the solvent's particles and become the same.
3. How do solutes affect the freezing point and boiling point of a solvent?

They raise the freezing point and lower the boiling point of a solvent.
4. Suppose you mix food coloring in water to make it blue. Have you made a solution or solution or a suspension? Explain.

It is a solution because once it mixes together it cannot separate.
5. What effects do solutes have on a solvent’s freezing and boiling points?

They raise the freezing point and lower the boiling point of a solvent.

Objective 2: Concentration and Solubility

1. How is a concentration measured?

It is measured in moles.
2. Why is solubility useful in identifying substances?

You can identify a substance by its solubility because it is a characteristic property of matter.
3. What factors affect the solubility of a substance?

The polarity of the substance and the solvent, the temperature of the solvent, and the pressure.
4. How does temperature affect the solubility of most solids?

If the solution process absorbs energy, increasing the temperature would increase solubility. But if the solution process releases energy, increasing the temperature would decrease solubility.
5. How can solubility help you identify a substance?

You can identify a substance by its solubility because it is a characteristic property of matter.

Objective 3: Describing Acids and Bases

1. What are four properties of acids?

Acids are sour, corrosive to metals, make litmus paper turn read, and often end with -ic.
2. What are four properties of bases?

Bases are bitter, slippery, make litmus paper turn blue, and often end in -ide.
3. How can you use litmus paper to distinguish an acid from a base?

If it turns red, it's a acid. If it turns blue, it's a base.
4. How might you tell if a food contains an acid as one of its ingredients?

The ending of the name end's in -ic. i.e. sulfuric acid
5. Why is it wise to wear gloves when spreading fertilizer in a garden?

It might toxicate you.

Objective 4: Acids and Bases in Solution

1. Which ion is found in acids?

Hydrogen ions.
2. Which kinds of ions do acids and bases form in water?

Acids form hydrogen ions and bases form hydroxide ions.
3. What ions will the acid HNO3 form when dissolved in water?

Hydrogen ions.
4. What does a substance’s pH tell you?

It tells you how acidic or basic it is.
5. If a solution has a pH of 6, would the solution contain more or fewer hydrogen ions (H+) than an equal volume of solution with a pH of 3?

Fewer hydrogen ions.

Objective 6: Key Terms

1. Acid: any substance or compound that can reach with a base to create a salt
2. Neutralization: reaction between an acid and a base that creates a salt or water
3. indicator: a substance that indicates the presence, absence, or concentration of another substance or the degree of reaction between substances
4. corrosive: causing or related to the gradual destruction of an object by chemical action
5. hydroxide ion: the negatively charged ion OH of any base in a water solution

Homework 9

Objective 1:
1. Fahrenheit, Celsius, Kelvin
2. Thermal energy is the total energy of all particles in an object. It depends on the temperature of the object. Heat is thermal energy moving from a warm object to a cool object.
3. A high specific heat means a large amount of energy is needed to raise temperature of a kilogram of the object by a kelvin.
4. It melts because the air particles heat the ice cube and make it melt.
5. The specific heat differs for different things.

Objective 2:
1. The mercury-filled bulb of the thermometer expands into the capillary tube as the temperature increases. Its rate of expansion is calibrated on the glass scale, which you can read.
2. Kelvin and Celsius have the same intervals whereas Fahrenheit does not. The absolute zero value differs because it is 0 degree in Kelvin, -273.15 degree in Celsius, and -459.67 in Fahrenheit. -40 degrees Celsius is equivalent to -40 degrees Fahrenheit.
3. -15 degrees Fahrenheit
4. 460 degrees Celsius
5. 209,000 Joules

Objective 3:
1. Conduction, convection, and radiation
2. Heat moves from warm places to cooler places.
3. Conductors transfer thermal energy well, whereas insulators do not.
4. Copper is a better conductor because it is a metal.
5. First I would wrap myself in a warm blanket which is an insulator and prevents my body heat from escaping into the air. Next, I would build a fire and then heat up some coffee by boiling it. Convection is necessary to boil and heat the coffee. Lastly I would use my portable  microwave to heat up some food by using radiation.

Objective 4:
1. Heat
2. The object's temperature rises.
3. When matter is changing state, the temperature stays constant because the energy being put into the process is being used to change the state of the matter, whereas when the matter is not changing state, the energy being put into the process is used to raise the temperature, not change the state of matter.
4. Heat
5. When the temperature increases the volume also increases.

Objective 5:
1. It produces a sudden expansion in the gas in the cylinder, making it become mechanical energy.
2. Internal combustion engines are inside of the machine. External combustion engines are able to be seen on the outside of the machine.
3. If it was on the outside of the vehicle, the heat would easily transfer to the air particles.
4. Compressing liquid to heat it up, and then allowing it to expand and become a gas.
5. The food wouldn't stay cool and the air would heat it up.

Homework

Objective 1:
1. Weight changes based on location. Mass stays the same.
2. 619.65 cm. cubed
3. g./cm. cubed
4. Density=mass/volume
5. Volume=length*height*width

Objective 2:
1. Physical change is reversible, meaning it's easier to change back. Chemical change is irreversible, meaning it's harder to change back, but is still possible.
2. Change in color, change in temperature, change in smell, and left behind/created material.
3. Mass can only be transformed, not destroyed nor formed.
4. Temperature is the average measure of the energy in a substance. Thermal energy is energy which is the movement for thermal neutrons at room temperature.
5. Respiration is an exothermic reaction. Bio-luminescence is a endothermic reaction.

Objective 3:
1. Thermal energy, chemical energy, electric energy, and electromagnetic energy.
2. Kinetic
3. Potenial
4. Electromagnetic energy is energy associated with electric or magnetic fields.
5. Electric energy is the energy of electrons moving from one place to another. An example of this is a toaster.

Objective 4:
1. Kinetic theory states that an increase in temperature results in a substance's molecules moving faster, and vice versa.
2. The molecules in the ice cream begin to vibrate and move faster because they are heated up, which causes the ice cream to melt.
3. The particles gain enough kinetic energy at the melting point that they fall out of ordered arrangement.
4.Condensation occurs when gas molecules lose energy causing it to slow down and become a liquid.
5. Sublimation occurs only under the condition of when the particles of the substance must move from being very tightly packed to being spread apart.

Objective 6:
1. Charle's Law states that the volume occupied by a fixed amount of gas varies directly with the absolute temperature.
2. faster
3. Jacques Charles
4. It flew 22 miles, or 36 kilometers.
5. The pressure and the number of moles never change.

Chemical Reactions Experiment

Gray and I are doing a experiment on temperature and how it affects the chemical reaction's speed and results. We are mostly going to be working with the kinetic theory which states that when the temperature of the molecules of a chemical reaction is increased, the reaction will speed up, and vice versa. We will take dry ice and add it to different substances and see what the product is. Actually, we will do three different experiments with dry ice; first with lemonade, then with Coca-Cola, and lastly with water. We will compare and contrast the results and see why it behaved the way it did. We think that the Coke will probably end with an explosion, the lemonade with a smaller explosion than Coke, and water will probably be the most non-violent.

Test 1- Number 2

I think that electrons are so tiny because they never got enough love to grow really big. Like Clifford the Big Red Dog.
Just kidding.
One reason is because of the mass size. One electron is about .1836 the size of a proton or a neutron. That's pretty small, knowing that protons and neutrons are tiny to begin with, so it's probably minuscule.
A second is because of the negative charge. The negative charge can be detected somehow. After all, that's how J.J. Thomson figured it out, right? (I AM right, right?)
Another possible answer is that they spin at such high speeds and uncontrollable rotations around the atom's nucleus that you can't detect where it is. That's like a drunk person driving a car at 2,000 miles per hour.
But honestly, the world will never know. Until we become awesome in like 5,000 years from now. But that's a long time.

SOURCES---

13-20 seconds only
http://www.fearofphysics.com/Atom/atom3.html
http://griffinscience.com/

SOURCES OF AWESOMENESS---
http://alum.wpi.edu/~wes/carrot.htm