Thursday, 31 October 2013

scribe post, mini hover craft and observation!



  First we looked over and reviewed our scribe post so we can improve them and get a better grade. 

                                                                                                                                                                   


Afterwards, we learned a little about mini hover craft. We also saw a example of a mini hover craft made with a ballon and a CD. I learned that mini hover craft includes air pressure (high and low), force and friction. After observing it I noticed that by spreading weight over a greater area, you can reduce the amount of force required to lift it per area. I also realised that it is related to water rockets that we studied earlier, because they both require friction. I thought this was interesting because it moved very smooth and faster than I thought.



If you want to make your own mini hover craft, here is a link for how to make them. http://www.youtube.com/watch?v=1jRK5vG3tkc






We took some quiz to review what we knew.

What are the quantities, units and measuring devices for fluids?

Task Quiz: Individually, fill in the following table in your taskbook.
Orange = answer

#
Quantity (symbol)
Units (symbol)
Measuring Devices
ex)
Pressure (P)
Pascals (Pa)
  • Barometer
  • Pressure Probe
1
Volume (V)
liters (L)/ milliliters (mL)
  • measuring/graduated cylinder
  • beaker
  • measuring cup
  • flask
2
Mass (m)
grams (g)
  • electronic scale
  • balance (scale)
3
Density (P)
gramsmilliliter(gmL)
  • volume measuring device ex) beaker
  • mass measuring device ex) scale 
4
Temperature (T)degrees Celsius (c) /
fahrenheit (F)
  • thermometer
  • temperature probe


What are the relationships between quantities?
Task Quiz 2: Imagine a quantity of gas.  Fill in the blanks with increase/decrease/stays the same.

  1. Write down predicted relationship between volume and pressure.
Imagine: a balloon pops.  
  1. As the volume increase, the pressure ____decreases_____.
  2. As the volume decreases, the pressure ____increases_____.

  1. Write down predicted relationship between volume and density.
Imagine: When water freezes and becomes ice, its volume increases.
  1. As the volume increase, the density ___decreases______.
  2. As the volume decreases, the density ___increase______.

  1. Write down predicted relationship between volume and temperature.
Imagine: Gas is let out of a ball, bike tire, or tank.  The volume of the gas increases.  Does it feel cool or hot?
  1. As the volume increase, the temperature ____decrease_____.
  2. As the volume decreases, the temperature ___increase_____.


                                                                                                                                                                   








Continuing last weeks observation, we worked on group task 2. 
We came up with a lot of answers. I think every group had great observations.


GroupTask 2: Scientists from one laboratory will share their deductions with scientists from other laboratories.
  1. Pass your deductions to another group.  Rotate counter-clockwise.  
  2. Each person will take a turn reading a deduction.  That person will also be the writer.
  3. Every person in the group will evaluate the deduction.  Thumbs up means they agree




#
Method
Qualitative Observations
Possible Deductions
1
Look closely at the dry ice.
  • mist/cloud was coming off the ice
  • it’s solid that gets smaller over time
  • there’s no presence of liquid
  • there were crystals forming on the ice
  • it sometimes vibrates
  • it’s white; it’s not transparent like regular ice
it’s subliming (changing from a solid directly to a gas)
water vapour is crystallizing on the dry ice (because the dry ice cools and freezes the water)

2
Quickly touch the ice.
  • it burns/feels very cold/numbing of the finger
  • it sticks to my finger a little bit
the temperature difference is so great (-80 for the dry ice and about 25 for you finger) that it freezes your cells
any moisture/water on your finger freezes and sticks the ice to your finger.  
3
Push the flat edge of the knife into the ice.
  • after you touch the knife to the dry ice, it gets wet and the water is cold
  • it vibrates a high pitched noise for awhile and then it stops
  • ice seems to form on the other side of the knife
the knife cools and moisture from the air condenses on the cool knife.  
the knife is close to the ice, it heats the ice and the ice sublimes.  the gas pushes up against the ice causing it to vibrate
ice seems to form on the other side of the knife
4
Push the ice along the try.
  • it slides without pushing it
  • see a gas coming off of it
  • the mist stays in the tray
  • it got stuck sometimes when being pushed

5
Breathe on the dry ice.
  • more mist/vapor comes off of it
  • it has no odor

6
When the ice gets smaller, put it into a flask, add some water, and put a cork on top.
  • the cork flies/pops off of the flask
  • the flask fills up with mist/vapor/cloud
  • bubbles formed
  • some of the mist quickly escapes between the cork and the flask

7
Put your dry ice in the fish tank full of water.
  • misty gas rising through the water
  • the dry ice sinks
  • lots of bubbles produced
  • sometimes bubbles form on the surface and then pop
  • when the bubbles pop, mist comes out of it

8
Put a graduated cylinder full of water upside down on top of a piece of dry ice.  
  • water left the measuring cylinder
  • the cylinder filled up with gas from the dry ice.











#
Method
Qualitative Observations
1

  • Observe the ice in general → mist like substance is coming off the solid
  • there are crystals on the sides of the solid
2
Quickly touch the ice.
  • It’s very cool.
  • It burns if you hold it for a short length of time.
3
Push the flat edge of the knife into the ice.
  • high-pitched noise
  • knife cools down
  • water condenses on the knife
4
Push the ice along the try.
the ice moves smoothly without slowing down quickly
5
Breathe on the dry ice.
visible vapour is in the air
6
When the ice gets smaller, put it into a flask, add some water, and put a cork on top.

7
Put your dry ice in the fish tank full of water.

8
Put a graduated cylinder full of water upside down on top of a piece of dry ice.  











Science Review!

We did an experiment with a ballon, old marker, hot glue and a cd. The first step is to blow on the ballon. The second step is to leave it on a table. When we let it go, it hovers.
Fase 2 of the scribe post:
How to make the scribe post better:
Check the rubric
Peer Check
spell check.
The peer check will be an assessment soon
We also talked about how scribes are important.
He also said we need two hyperlinks for the new scribe post. (an outside page)
We also went back to "whats the matter" experiment.
When you are grading someone, you have to go to the rubric. You will comment on the person before you. The comment should have what skills you are missing in the post. You will also give constructive feedback. On Mr Pro's final draft, he explained what was happening, unlike before he did his final draft. He also added things that Chloe suggested.
That is the process of the second scribe
What are the quantities units and measuring devices for fluids?
We had to take a quiz to see if we know the measures (volume, mass,etc), then we had to check our answers with classmates.
Here are the answer


Task 2: What are the relationship between quantities?
Here are the answers for this assessment:



Later, we talked about dry ice. We talked about the deductions in the ice and observations. Then, we changed papers with other groups and  the other groups had to comment on our deductions to see if they agreed or disagreed.
pictures

Wednesday, 30 October 2013

Moonwalking Bear

On Oct 29 we learned many new things in Science class.

We firstly learned about the Mini hover craft.

You need a balloon, a disk and hot glue to make a mini hover craft.
   1.The first thing you do is get the balloon and put its end into the disk's hole.
   2.You then glue them together and inflate the balloon.
   3.Once you put the disk on a table (with the inflated balloon facing upwards) and release it, it will seem to hover over the table.
   This happens because the air in the balloon moves from the high pressure of the balloon to the low pressure below it. This forms an air bubble, making the craft float for as long as the air comes out of the balloon.
                                                                               Picture of the device


We then watched the Awareness Test to learn how well we can make qualitative observations.
The video asks us to observe one thing (number of passes), without telling us that there will be an unexpected moonwalking bear coming into the video. We were so concentrated on counting the passes we didn't realize the bear. This happens a lot during science observations because you aren't looking for it, you don't even realize its presence.


video


After that, we did a small fill-in-the-blank chart to test our understanding (not graded). The chart involved pressure, volume, mass, temperature and density. 


When we were done, we would swap books with someone and correct each others answers.
These are the correct answers:

We also did a fill-in-the-word "test" about quantities of gas. 

These are the answers:
Source: Alexandre




Mr. Pro showed us some good blog posts on the site and we finished working on our dry ice deductions from the previous class. We would write why we thought that each change/thing happened to the ice throughout the experiment. When we finished that, we would trade with other groups and the other group would make a check or an x to say if the deductions was correct or not.



Density, Mass, Volume and More...

In science today (10/28/13) we did 2 demos, one about whether ice would float/sink in water, oil and alcohol and the other was how much would the balls of liquid rise/sink when the temperature was lowered/raised, and we learned how to make quality qualitative observations. 

On the first demo, we started with the pouring of the liquids. We poured 10mL of water (purple), 10mL of oil (yellow), and around 5mL of alcohol (red). Then we poured each into the beaker in the order that I listed them, but they got all mixed up. The oil bubbled on one side and the water and the alcohol merged.  Luckily Mr. Pro had a beaker with the liquids separated so we could do the test. So before he dipped the ice we made a (sort of) prediction by looking up the density of ice on Google and we got a number around 9.3. So we predicted that it would float on water but sink in alcohol and oil. But when we performed the experiment, “the moment of truth” in Mr. Pros words, the ice floated on oil and water but sank under the alcohol. And what was cooler still was that as the ice melted, it formed bubbles inside the oil that when came to the bottom of the layer, they stayed there as if it were solid ground! It was really awesome, but we were still confused at why it floated on oil of its density was higher. Then we actually did the measurements (manually this time) and got different results then that Google link.

Meanwhile all that commotion in the class, Mr. Pro had left a Galileo thermometer in the fridge. For those of you who don't know what a Galileo thermometer is, it’s a glass tube filled with water, and in that water are different liquids with different densities inside little glass bulbs. We can measure the temperature by observing these liquids' behaviors as the temperature is lowered/raised. Since it was lowered, the lowermost liquids travelled up and stayed there until the temperature rose and they sunk. These probably can’t give us an exact measurement since there are no measurements on the side on the glass tube, but we can use it to know if it’s really hot/cold out.  

Next we learned how to make deductions from qualitative observations. We took our observations from the demo with the dry ice a class or two ago and made deductions on what the observations meant. A deduction (in this case) is basically an explanation of why something happened. Our experiments were:
1.     look at the ice
2.     touch it
3.     press the flat part of the knife on it
4.     push it across the tray
5.     breathe on it
6.     put in a jar with water and a cork seal
7.     put the ice in the water
8.     put a graduated cylinder full of water upside down on the ice
For the first one, the observation was that the ice was subliming(#9) 
For the second, it was that it felt really cold, numbed your finger for a short time, and in extreme cases, (no one was brave enough to try), frostbite
For the third it was that it made a high pitched noise, cooled down at an extremely fast rate and water froze on the parts of the knife nearest to the ice
For the 4th it was that the ice moved without slowing down too much
I’m going to let you guess for the next ones to see how much you really paid attention in class!


Overall, this was a really entertaining lesson and we learned a lot about the densities of different objects/liquids that we didn't know about before, and we learned that the Galileo thermometer's glass bulbs of liquid rise when it gets cold, unlike regular thermometers (or at least, that's what I got from that demo).



video

Monday, 28 October 2013

But which is denser?

        In this science class we were to find out which is denser, oil, water or alcohol.
To start class we measured the cylinder we were going to put them into. Then we pressed the button so that when the liquid was in there, it would measure the liquid itself and not the cylinder.

Then we put 10 mL of each liquid in separate cylinders, and how many grams they weigh. This is the alcohol for example:

        10 mL of alcohol weighs 8.0 grams, so 8/10=0.8, and that is the density of alcohol. We did that with oil and water too.

        We took some notes last class and got in groups to use them to find variables that we might have done to affect the experiment or us. The assignment was to be able to complete at least five of those until the end of class, which most groups did.


Sunday, 27 October 2013

Colder Than the Winter

This is our agenda:
In the beginning of the class, Mr. Pro talked about one experiment we did last class, in which we put salt water, regular water, and oil in a test tube. The salt water remained in the bottom, the regular water in the middle, and the oil in the top because elf their density. This class Mr. Pro added some alcohol and it remained in the top of the test tube since it was denser than the rest (Note: You can find the density of an object by dividing the mass by the volume).

Right after that, Mr. Pro told us about his post last class. He told us more about the comments in the scribe post. He did an example in the post of a student in which had many things to correct, and that every student must have a comment for someone that's gone before you. He told us that we had to have the appropriate labels and all the important skills, for example, in that post the student didn't put labels like unit title. We had to put everything we have learned and put hyperlinks to the words.

After, Mr. Pro introduced us an experiment, which was how to take the water of from one fish tank to the other without breaking the one with water. One student said that you had to get a tube and suck the water from one side of a tube and the other side has to be inside the water. After, Mr. Pro tried and it worked, but another student still had a question:

How is the water been pushed up?
After many tries one student was able to discover. The water was been pushed up by the air because air pushes everything in the atmosphere.

But Mr. Pro had a question for us:
What if take the hose out of the water?
We tried that and the water stopped, since we didn't have water to go from one side of the hose to the other.

After that, Mr. Pro talked about the experiment we did last class, about the Mass and Volume from these objects:

  1. Rock
  2. 3 marbles
  3. Knife
  4. Magnet
  5. Cork

After, some students finished the experiment and we went to this link to put all of the information collected last class.

At the end of the class, Mr. Pro told us the answers and told us about dry ice. He told us that we shouldn't touch it because it is -79 degrees Celsius
and it will kill some of our cells that are made of water and this part of our skin will fall. Finally, he told us about what methods we could use when doing that experiment and there was  a document talking about all of them.


When we did the dry ice activity students could only use gloves you use for cooking, if not you'll get "burned" because of its extremely low temperature. Some students put some dry ice inside the fish tank, which around one or two seconds later had lots of bubbles.

Thursday, 24 October 2013

Scribe Post October 24th - WARNING, Dry Ice!








Skills Required,


In the beginning of class, we did a quick experiment to learn about density, and some things we were able to conclude were;

  • Almost all fluids have different densities
  • If the fluids have same density or similar, they mix
  • Ethanol is the least dense fluid

To make sure we could see the fluids mixing or separating we added some food coloring, so they would be more visible. This is the salty water,


  First, mixed salt water and fresh water. The two fluids ended up mixing. A interesting fact is: If water evaporates the salt will remain. Our experiment went a bit wrong though, because we used hot water, instead we should've let it the salt cool down on it's own.


This is the picture of what it should've turned out to be, 


Next, we put iodine, ethanol and oil into a test tube.
The ethanol stayed at the top, the oil in the middle and the iodine sunk to the bottom.



This was the final product,



After the quick experiment, we had to fill in a form to summarize the investigation that we had done the class before. There were some questions about the information we had gathered.






















After the form, we moved onto a an investigation with dry ice. First we read the method and did the experiment and afterwards, we had to write some qualitative observations.



Method Number 1







Method Number 2







Method Number 3





Method Number 4





Method Number 5





Method Number 6







Method Number 7













Method Number 8