Week 6 Reflection

During chemistry class this week, we were introduced to the main idea of particles and what affects its motion. As a class, we agreed to represent the movement of particles by drawing arrows or more formally known as "whooshies". While reviewing the movement of particles in solids, no matter how "solid" an object is, we were able to determine that there are always particles in motion even if they don't appear to be moving. Between each of the molecules are small consistent attractions and repulsions that cause the molecules to continue this pattern. Most molecules in solids are in a lattice pattern to prevent the solid from potentially falling apart. Of the three states of matter, solids are the most dense and are the coldest as well.

Upon the reviewing of the molecular makeup of a liquid, the attraction and repulsion cycle is broken and the molecules are now floating freely and randomly. Liquids seek the lowest possible level of Earth and do not have a designated molecular structure; they simply take the shape of the container they are in. The particles in liquids are more active than those in solids, but are less active than those in a gas. A liquid's temperature is warmer than a solid's and is also less dense. As for gases, they are the warmest and least dense of the three states of matter. Gases have no molecular structure and have far more molecular range of motion than solids and liquids. Of the three states of matter, gas particles move most easily about compared to that of liquids and solids.

Other concepts we were introduced to this past week involved fluidity, rigidity, and viscosity. The concept of fluidity only applies to gases and liquids and is defined as the flow ability for particles. As an example, think of a cup of hot tea. A cup of tea with lemon juice in it is more fluid than a cup of tea with honey due to the fact that lemon juice isn't as thick as honey and has a thinner consistency. However, gases are far more fluid than liquids. This then ties into the idea of viscosity, the resistance to flow. As for the lemon juice and honey example, this would then mean that the glass of tea with honey is more viscous than the tea with the lemon juice. Liquids are more viscous, but less fluid than gases. As for rigidity, it is defined as the rigidness or stiffness of an object that only applies to solids.

Week 5 Reflection

While in chemistry class this week, one of our first topics of discussion related back to a previous experiment involving measuring the thickness of aluminum foil. The question asked was, "If regular aluminum foil is 0.0014 cm thick, how does the arrangement of heavy-duty particles (0.0022 cm) compare to those of the regualar?" If aluminum foil was one particle layer thick, that would then mean that the heavy-duty foil would be 1.5 particles thick. Unfortunately, you cannot have half a particle, as this theory was quickly shut down. Another thought was that maybe the particles were staggered, but that then revealed the fact that there would be empty and open spaces in the material. Then, the first idea was brought up again, but with a twist: it wasn't in its lowest whole number ratio. By multilpying each number by two, we were finally able to achieve an answer of a 2 particle layer: 3 particle layer ratio that everyone agreed upon. Through this consensus, we were able to establish the fact that you may have to manipulate the numbers to make them cope with reality.

Mr. Abud then introduced our latest experiment to us: we would be measuring the density of a student. In order to prepare for this, we needed a plan to help guide us through the process. As a group, everyone began to share their ideas with each other and how we were going to make this work. We eventually were able to settle upon using Thomas Goffas and Shannon McEnroe as our test subjects. The plan was to use the emergency shower to help us fill a 44-gallon trash can that was inside a kiddy pool. The shower head itself had a plastic shower curtain wrapped around it to prevent water from splashing out as the can was slowly filled. From there, we would have one of the testers slowly climb their way into the can so the water was able to displace into the kiddy pool surrounding it. We were then able to have people take empty jars, 2 liter pop bottles, and milk jugs to fish out spilled water out of the pool for further measurements. For those who didn't have 2 liter bottles, they were able to use a funnel to help pour water from other containers into the 2 liter bottles, for the shared a common measurement link the "grams for every milliliter" units we were using. After this, we recorded each person's mass and then coverted the mass from pounds to grams while also converting the calculated volume from liters to millilters. From this point, we were then able to use the gathered data on each students calculated volume and shared mass to help us fully conclude with what the density of a human was. Our final conclusion was that a person's density is solely dependent on their mass and volume. Those with more mass than volume will have a higher density than those with more volume than mass.

Week 4 Reflection

In chemistry class this week, we continued to review and calculate measurements of various objects. One of the many experiments we conducted involved calculating the volume of abstract objects, or in our case, candy. Each group started off by selecting a type of small candy, such as Starburst, Skittles, M & M's, and peanut M & M's. Then, we were to fill a graduated cylinder up to a designated amount for each trial, for a total of five trials. After weighing the mass of five candies of the same sort, each measurement was to be recorded and compared to previous results. We then dropped a candy piece into the graduated cylinder and recorded the new risen measurement. The difference in the original amount of water and the new risen amount was the calculated volume of that piece. This was then repeated for the next four candies in new, clean water for each. Afterwards, we took the mass for each and divided it by its volume in order to discover the density of each.

One of the other experiments we conducted consisted of the question, "How thick is aluminum foil?" In order to answer this challenge, we were required to work backwards when working with our equations. Mr. Abud had graciously given us the designated density for volume (2.7g/cm³) and we weighed the mass of the foil ourselves. From there, the only remaining part of the equation left to solve is the volume. Since the equation for volume is length x width x height, we were able to calculate the height of it by measuring the length and width of the foil. We were then able to take the calculated volume from the density x mass equation and set it equal to the length x width x height equation to further help us find the height of the aluminum foil.

Another experiment we accomplished in class this weak was calculating the density of a gas. We started off by filling up the trough with water until it was barely above the "bench". The bell jars were then taken and filled cmopletely with water before being set aside. Then, we filled the flask with 100mL of water and measured its total mass on the balance scale, along with an alka seltzer tablet. We then used the watch glass to seal the bell jars before putting them in the trough over the hole connected to the hose. Once everything was set up, we dropped the alka seltzer tablet into the water and quickly sealed it with the stopper located the opposing end of the hose. As the tablet fizzed in the water, it created a gas that went up through the tube and out through the hole in the trough. This caused the water to rush out of the bell jar, for the gas created was causing the water to displace itself. Once the water was running out of the one bell jar, we quickly slid the second jar over the hole and let the gas continue to rush out as the flask was gently shaken to ensure the alka seltzer was through fizzing. The next day, we discussed our results in class and came to the consensus that liquids were less dense than solids, but more dense than a gas. Possible reasons for this were maybe the difference in the number of particles or maybe the actual size of the particles.