Last week started with us finishing our Pressure vs Temperature, Pressure vs number of Particles and Pressure vs Volume experiments. We also white-boarded our graphs from each experiment and compared our whiteboards with every other group. Out of the whole class the majority of the graphs showed the same thing. The Pressure vs Temperature graph was a steady line stretching up. The Pressure vs Number of Particles was steadily increasing but it didn't start at zero. The Pressure vs Volume graph was a curved line that curved down towards zero.

We also blew up Graces popcorn bag. (I wasn't actually here for this experiment but I've had it described to me) Well not actually blew it up but we popped while we were doing an experiment on it. It was placed in a pressure creator in a clear glass jar and sealed with gel. We then watched the bag open up under all the pressure that was created. The next experiment (which I also missed) was Andrew tried to blow up a balloon inside and it didn't work. Then Dr. Finnan showed us that you need to put your finger in between the bottle and balloon to allow the air particles from the bottle to leave as the balloon inflates.

We also took our second test Monday. I feel that I didn't do very well on it because I didn't really understand some of the material but I don't think it was too bad. We also got new seats last week and I really like them. The location allows me to be interactive with the class and lectures and experiments and the people I'm sitting with really help me learn the material and explain everything that I don't understand.

Overview
Throughout the week, we did multiple labs and experiments.
 Monday
On Monday, I was absent so I don't really know what we did but I know it involved having a student lay on a trash bag and having other students blow into the corners.

Tuesday
On Tuesday, we did a lab called "Pressure vs. Volume" and we hooked up a syringe to a gas pressure sensor and changed the volume to see how the pressure changed. We also graphed the results.

Wednesday

On Monday we did multiple activities that looked at density. The first thing we did was look at how liquids of different densities settle when combined by adding different food colorings to different liquids and mixing them. We also whiteboarded the problems from worksheets on volume, density, and mass. Also we started a worksheet on applied density.
On Tuesday, after completing worksheet 4, and we did a lab on gas density. We discussed how to find the mass and volume of a gas, and discovered that gas is less dense than water. And because we knew the volume, we can find the mass and density.
On Wednesday, we discovered that the gas from the experiment on Tuesday is 600 times lighter than water. For the remainder of the class, we worked on the worksheet of applying density to study for the quiz on Tuesday.
Thursday we quizzed on applying density. Afterwards we found the thickness of regular and heavy duty aluminum foil.

Last week in class we mostly did stuff on how to use the mass and density to determine the volume or vice versa. We also did multiple worksheets on how to read the mass versus density on a graph and use that info to determine the volume. Although I was gone Friday so I'm not quite sure what we did throughout the entire week but I know what happened Monday through Thursday.

First was a worksheet on using the info on a graph to volume, density, and mass of certain metals. Thursday we had a quiz on what we learned and it was mostly on how to read the info on the graph and how to use that info to find other things.

This week in class we did a lot of stuff involving mass and volume and the relationship between mass and volume. We also did a couple experiments of how cubed centimeters relate to volume.

The first experiment we did was filling a  clear plastic cube with water (approximately 4 in X 4 in) and we had to measure the water in centimeters so that means getting the height, width, and length of the water. The next step was to figure out the volume of the water in cubed centimeters and then use a graduated cylinder to find the exact milliliters of the aforementioned water. After doing the same thing five times with varying amounts of water, we were able to graph the data and see how accurate we were with our math and our measurements.

The second experiment all about the relationship between mass and volume and it started with us taking the mass of five steel rods, five aluminum rods, and five acrylic rods for a total of fifteen measurements and then we took the volume of each of them. After recording all our data, we used the laptops to graph it and it showed us and exact graph that completely cut out the human error factor. Then we printed the graphs and taped them in our notebooks.

Afterwards, toward the end of the week we started working on a packet titled "Mass, Volume, and Density" and it dealt with exactly that, and showed us the difference between the three. It also gave us figures with different sizes, different sized particles, and asked us to compare the mass, volume, and density.

Last week we learned about measurements, significant zeroes, how to read a graduated cylinder and much more. We started off with a POGIL titled "Significant Digits and Measurements" which dealt with valid and invalid measurements, along with an introduction to significant digits. For these POGILs we had to work with our new table groups and help each other out and I think that was better than any ice-breaker exercise that we could've done because we immediately got to work together and share our thoughts and everything. Below is a picture of the worksheet.

The second POGIL was titled "Significant Zeroes" and taught us about what significant zeroes are and what placeholder zeroes are and also told us the five rules of determining what's significant and what isn't. The end of the packet had us dealing with scientific notation and expanded notation and how to write numbers in each form. I still struggle with finding which numbers are significant and which are placeholders. The following is a picture of the packet.

 

Then we went on to learn about how to read graduated cylinders. Dr. Finnan filled seven different sized graduated cylinders with varying colored liquid and had everyone read them and compare answers. It was interesting because the increments were different so most of the time you were guessing and it was cool to see how everyone had their own ideas of how full the graduated cylinder was.

 

We finished the week on more practice with significant numbers because it was difficult for a lot of people to understand and the practice really helped everyone even if they didn't struggle.



Last week we ran multiple experiments about mass chemical reactions. There were six parts overall that included burning steel wool, melting ice, dissolving sugar, dissolving Alka-seltzer, and taking the before and after mass of each. I liked this because it yielded different results than I expected and it gave me an opportunity to work in lab groups and get back into the mentality of doing real experiments after having a whole summer off. Each station took about 5-10 minutes depending on what had to be done, for example dissolving the sugar took longer than simply mixing solutions. We also learned how to use a tri-beam scale instead of a digital scale, which is actually a lot easier than it sounds. I particularly enjoyed burning the steel wool partly because I enjoy burning stuff in general but also because it was actually quite a cool experiment. We also had to figure out the pom poms attached to the pvc pipe, which took a lot longer than one might expect. Eventually the class agreed on a conclusion after a couple days but it took a lot of brainstorming with our groups. Overall it was a productive first two weeks.