Week 3 Reflection

In chemistry this week we were introduced to many new topics, including how to accurately record and represent the data for an object, for this was becoming slightly hectic for us during class. Many people had a variety of ways for measuring an object and quite frankly, it was beginning to confuse everyone. Luckily, Mr. Abud effectively showed us how to accurately and precisely measure an object in a way that everyone agreed upon and could follow easily. We were informed that you should only include the decimal points you know for sure and then an extra one is allowed for estimation. We were able to come to the consensus that since our measures are limited by the tools we use, our answers cannot be more precise than our least precise measure. Also, we were informed of the various way in which we could represent the data found, such as the algabraeic and linguistic forms. Due to these new set stanadards, measuring and recording data has never been easier.

Another new concept that was introduced to us this week was density. Density is defined as the compactness of particles in an object; the equation for it is d=m/v or mass divided by volume. When shown in a graph, the steeper the line is, the more dense that object was. One of the experiments we conducted this week was to help us learn how to measure the density of a liquid, or in this case, water. We first measured the mass of the empty container before filling it with water to the designated spot and recording its mass then. This would help us further differenciate the actual mass of the water without the container's mass interfering. The water was then poured into a graduated cylinder to help us calculate the volume, which is also a vital part of the density equation. This process was then repeated five times to help show us the varying densities at different levels of water.

New questions arose about density after the water experiment was completed and inquired about the densities of similar liquids. We decided to then conduct an experiment involving eight total liquids: water, vegetable cooking oil, Coca-Cola, Diet Coca-Cola, Sprite, fruit punch, Dr. Pepper, and apple juice. The work for this lab was divided amongst the five groups, but omitted the need for a group to measure water, for each group had previously done this. From there, we were each able to effectively measure and record all the necessary data for our designated liquid in class. The results were then posted online for all to see and compare with their results. The next day, each group gave a short description of what liquid(s) they measured and the density for each. Ranking from least dense to most dense, our conclusion was as follows: 1) vegetable cooking oil - 0.88g/ml; 2) Diet Coca-Cola - 0.93g/ml; 3) apple juice - 0.95g/ml; 4) water - 0.98g/ml; 5) fruit punch - 1.0g/ml; 6) Dr. Pepper - 1.018g/ml; 7) Sprite - 1.02g/ml; 8) Coca-Cola - 1.05g/ml. After we came to this consensus, a valid point was brought up: all of the liquids had very close densities. Mr. Abud then revealed to us that the density of water is technically 1.000g/ml after many tests had been conducted to prove this. From this, we were able to generalize that these densities are so close to that of water because they partly consist of water.

Week 2 Reflection

Through the course of class this week, we involved ourselves in a few experiments that involved recording measurements of mass and volume. Mr. Abud introduced this whole concept to providing an example of what mass really is and how it can change through his experiment with candles. He started by putting two birthday candles into the ends of a straw before piercing the middle of the straw with a bent paper clip attached to a styrafoam cup. The candles were unbalanced due to the fact that one was heavier than the other.Once the candles were lit, the straw begin to slowly spin as the wax melted from each candle gradually making them lighter and lighter. This was done to show how the mass of an object can change when something is added or taken away from its system.

Another activity that we completed in class involved the questioning of mass and volume being the same thing. Each small group was required to measure either a cube or a cylinder before running five different tests on it by adding different amounts of water to the container. We were then able to calculate the volume of the container by adding the measurement of the designated amount of water to the equation. After this, we would then take the water in the container and pour it into a flask that helped us determine how many milliliters of water was in the container. By recording this, we were able to determine that there was always more water measured in the container than in the flask. This further helped us in the process of recording our measurements on our graph of data.

Our next experiment in class involved many different colored blocks that each had coordinating shapes. There were six blocks total: a silver rectanglar prism and cube, a red rectanglar prism and cube, and then a black rectanglar prism and cube. Our group utilized each of the following shapes except for the red rectangular prism. The consensus that my group reached was that even the cubes and prisms had the same measurements, that didn't necessarily mean that they all had the same amount of mass, for they could each be made of different materials. After measuring each individual item on the scale, it soon became evident that our hypothesis was indeed correct and that just because an item has a certain size to it doesn't mean that its mass will coincide with its measurements.

Week 1 Reflection

In chemistry this past week, we had begun to explore many new ideas outside the standard way of thinking. Instead of introducing the class to us like most teachers do, Mr. Abud gave us some challenges and concepts to think about before even reviewing the material that would be covered in the class over the course of the year.

One of the activities that we participated in consisted of everyone's attention to detail and many pieces of paper with writing on them. Each scrap of paper contained a word in a large bold-faced font on it. The goal of this exercise was to match each paper up into groups of 4 pieces that all had something in common with each other. After about 10 minutes of slight chaos and a lot of panic, the room had been divided into 8 groups each claiming that they were their own separate group. The twist was that a great deal of the pieces were able to fit into more than one group which ultimately left the students in control of what group they felt the belonged in. Once each group had been reviewed, they all had the chance to reevaluate their choices in favor of a better fit. After this, the group reached a consensus that each piece was in its proper group and learned that there is not all one straight answer to a problem.

Another activity the class was a part of consisted of a cardboard box covered in paper with the numbers 1-5 written on the 5 visible sides. The task at hand was to determine what was on the hidden side of the box without turning the box over. Students were allowed to examine the box for about 5 minutes before returning to small groups to draw a picture of the box and then write what they think was on the bottom of it. As the minutes passed, there were many mixed thoughts being tossed around. When the class came together, many had different viewpoints ranging from the number 6 being on the bottom to there being no bottom at all. Each group had to give a few reasons about why they came to the conclusion they did. After a majority rules 3-1-1 group vote, the class decided that there was no bottom on the box after all. Once Mr. Abud flipped it over, the students were then proven right.