Test 1

For my first test, I am using the remixing of my song. I used the song "Just can't get enough" by the Black Eyed Peas. Here is my remixed song. I changed the frequency (pitch) at 4.1 seconds, a little after 7.1 seconds, and at 2.1 seconds. I changed the wavelength at a little after 9.1.

Just Can't Get Enough Official.egg on Aviary.

Our launch- March 4

Our eighth grade attempted to launch the balloon last Friday, March 4. While we were blowing up the balloon, 3 small holes appeared. This caused the balloon to not be able to lift as much weight. So, we had to take the container off the balloon. We just sent up the balloon with the parachute. We weren't able to put the iPhone or the FLIP camera in the container with the balloon. We are going to launch it again sometime this week.

Parachute Team update!!

Our parachute has been going really well! Our material finally came in, and while I was gone for a dance competition, the other girls made the spill hole. When I came back, we started creating the places on the outside of the parachute where we would put the rope connected to the container holding the FLIP camera and iPhone. So we created 4 places on the parachute where we made 3 holes. We sewed 3 washers onto the parachute where the hole was so there was a place to put the cord to connect the container and parachute. We folded part of the parachute over the washer (with a hole in it) to make it 2-ply. Then, we tested it. The places that were in between where the washers were (with the rope) flew up. So if the washers were like this:
OOO                     OOO

Then the space between them was flying up. So, we had to add 2 more small washers in between them to create space for more rope to connect the parachute and container...so now it looks like this:

OOO      oo     OOO

This seemed to work better! Hopefully the parachute will go smoothly because we are doing the official thing tomorrow at our Community Service project!

February 16th

Hey everybody!  Today the people in 1st period who are in our group (Maybry, Elizabeth, and Gray) made a parachute and attached it to Ashley's group's container.  They tested it this morning, and then we tested it again.  It worked pretty well, and tells us a lot about how to make the actual one.  The only thing that was that the spill hole was a little bit too big.  If it was smaller, it would have slowed down even more than it already did.  We will upload the video tomorrow during class...after we edit it because it is a little bit toooo long:) We figured out that the spill hole's size is extremely important to the parachute.

We will keep you updated!

Hoping this will be epic...

There is now an Irish dance movie coming out!!! Here is the trailer:

Jig movie

Camera into space

Our eighth grade class is sending a camera into space! We are using a weather balloon. We have different teams working on different parts of the weather balloon and container and parachute. Zelle, Maybry, Elizabeth, Gray, and I are working on the parachute. We are planning on using Polyurethane Coated Ripstop Nylon. We are working on ordering it now. This is the type of design we are making it:

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Balloon Car

Balloon Racer

We finally got our balloon racer to work!!!  Here are the calculations...

Mass: 100 grams

Acceleration: 0.24 m/s *squared*

Total net force: 24 N

Pictures:

Zelle was not too happy with me at the moment...

I think that we built like three different cars...and I broke one!!!






Description: Our balloon racer's body was made out of styrofoam and the wheels were CD's.  To secure the wheels, there were Gatorade tops that kept them in lign.  There were wooden dowels that were the axels for the wheels.  At first, the body was made of cardboard, but it wasn't sturdy enough.  It was also too heavy.  The last thing that we did was put weights (20 grams) on the front to make sure that it went straight.  

Photos from my most recent competition in D.C.

Here are links to some of my FAVORITE photos from my competition in D.C. If you don't know already, I came second out of all the girls in my age group in the southern U.S.

This one is of 2 of my really good dance friends and me when we found out we were in the top 10:

http://www.photoreflect.com/store/Orderpage.aspx?pi=1OQ9000G050086&po=86&pc=136

This is when my best friend and I found out that we were in the top 5!:

http://www.photoreflect.com/store/Orderpage.aspx?pi=1OQ9000G050089&po=89&pc=136

This is another one of my bestfriend and me when we found out we were in the top 3 (my favorite):

http://www.photoreflect.com/store/Orderpage.aspx?pi=1OQ9000G050098&po=98&pc=136

This is the winner and me:

http://www.photoreflect.com/store/Orderpage.aspx?pi=1OQ9000G050099&po=99&pc=136
Lastly, a picture of the the whole top 5:

http://www.photoreflect.com/store/Orderpage.aspx?pi=1OQ9000G050121&po=121&pc=136

Homework 10- Objective 6

I skipped Objective 5
Objective 6:

1. An acid is a substance that reacts with a base. They commonly taste sour.
2. Neutralization is a chemical reaction when an acid and a base form a salt.
3. A pH indictaor is a chemical compound that is added to a solution so that the acidity can be seen.
4. A corrosive substance is something that will destroy something else if it touchs it.
5. A hydroxide ion consists of hydrogen and oxygen being covalently bonded.

Citations:
http://en.wikipedia.org/wiki/Acid
http://en.wikipedia.org/wiki/PH_indicator
http://en.wikipedia.org/wiki/Neutralization_(chemistry)
http://en.wikipedia.org/wiki/Hydroxide_ion

Homework 10- Objective 4

Objective 4:

1. The common ion in acids is the hydrgogen of H+.
2. An acid forms hydrogen ions in water, and a base forms hydroxide ions in water.
3. The HNO3 breaks up into H+NO3- in a solution. It is an acid. Acids form hydrogen ions in water.
4. It tells you the amount of hydrogen ions. If the pH is lower, then it is an acid. If it is higher than 7, it's a base.
5. When the pH number is lower, the concentration of the hydrogen ions is higher. So, the solution with the pH of 3 has more hydrogen ions.

Citations:
http://wiki.answers.com/Q/What_is_the_common_ion_in_all_acids
http://wiki.answers.com/Q/What_happens_when_acids_and_bases_dissolve_in_water
http://answers.yahoo.com/question/index?qid=20080108190009AA0Uied
http://answers.yahoo.com/question/index?qid=20090102141813AAr1kRp
http://wiki.answers.com/Q/What_solution_has_a_greater_concentration_of_hydrogen_ions_a_solution_with_a_pH_of_3_of_a_pH_of_7_Explain

Homework 10 Objective 3

Objective 3:

1. The four properties of acids are that they conduct electricity, they are sour tasting, they reacts with a base, and they react with active metals.
2. The four properties of bases are they conduct electricity, they are bitter tasting, they react with acids, and they feel slippery on skin.
3. Most liquid acids will turn blue limtus paper pink, it doesn't affect red. Bases turn red litmus paper blue.
4. Maybe the food would be sour tasting if it contained acid because one of the characteristics of acid is that it tastes sour.
5. There are chemicals in the fertilizer and it could get into cuts on your hands. Also, it's for plants. not humans, those type of chemicals can irritate your skin.

Citations:
http://plaza.obu.edu/corneliusk/ps/chem/a_b.pdf
http://wiki.answers.com/Q/How_can_you_use_litmus_paper_to_distinguish_an_acid_from_a_base
http://homegarden.me/why-is-it-wise-to-wear-gloves-when-spreading-fertilizer-in-a-garden/
http://answers.yahoo.com/question/index?qid=20080508201726AAJBckx

Homework 10 objective 2

Objective 2

1. Concentration is the measure of how much of one substance in another substance. To concentrate a solution, you put more solute in a solvent. The units for measuring concentration are molarity, normality, and weight. So to measure the concentration you need to find the ratio of the solvent to the solute.
2. You can figure out what a substance is because of its solubility. You can use the characteristic of solubility to know how much of a substance can be dissolved in a solvent. If you know the solubility of a solvent, then you know how much of a solute can be added until the solvent is at its maximum concentration.
3. The three factors that affect the solubility are temperature, pressure, and the type of solvent.
4. High temperature, or heat, is required to break the bonds that hold the molecules together. Solubility depends on heat.
5. You can do tests on the substance to see how much of something can be dissolved in it. This will help you identify the substance, if you already know the solubility.
Citations:
http://en.wikipedia.org/wiki/Concentrationhttp://web.viu.ca/krogh/chem311/units%20of%20concentration.pdfhttp://wiki.answers.com/Q/Why_is_solubility_useful_in_identifying_substanceshttp://answers.yahoo.com/question/index?qid=20080821184932AACBLG2http://en.wikipedia.org/wiki/Solubilityhttp://answers.yahoo.com/question/index?qid=20081226161840AAPfmkg

Homework 10 objective 1

Objective 1

1. A solution is a homogeneous mixture of 2 substances. A colloid is a substance evenly dispersed throughout another substance. A suspension is a homogeneous fluid that has solid particles that are too large for sedimentation.
2. When a solution forms, the particles of a solute leave each other and become surrounded by the particles of the solvent.
3. The boiling point of a solvent increases when a solute is added because a solution has a higher boiling point than a pure solvent. The freezing point decreases too.
4. You have made a solution because the particles dissolve.
5. A solute increases the boiling point because a solution has a higher boiling point than a pure solvent. It also lowers the freezing point.

Citations:
http://en.wikipedia.org/wiki/Solution
http://en.wikipedia.org/wiki/Suspensions
http://en.wikipedia.org/wiki/Colloids
http://wiki.answers.com/Q/What_happens_to_the_solute_particles_when_a_solution_forms
http://www.animations.physics.unsw.edu.au/jw/freezing-point-depression-boiling-point-elevation.htm
http://en.wikipedia.org/wiki/Boiling-point_elevation

Forgot Objective 4

Oops! I forgot Objective 4! Here it is.

Objective 4:

1. A change in temperature causes matter to change state.
2. As the thermal energy in something increases the particles start going crazy and bouncing all around. If it's a solid, then it turns into a liquid. If it's a liquid, (like boiling water) then it turns into a gas.
3. When the matter is changing state, the temperature is being put into the process of the change, so it stays the same. When the matter is not changing state. the energy is being put into raising the temperature.
4. A solid changes state because when it gets heated up, the particles start moving around and heating up.The thermal energy causes it to melt.
5. The potato will generate steam and the steam might a really high pressure inside the potato so it might explode.

Citations:
http://wiki.answers.com/Q/Why_does_the_temperature_of_matter_remain_the_same_while_the_matter_changes_state
http://wiki.answers.com/Q/Why_should_you_poke_holes_in_a_potato_before_baking_it

homework 9 objective 5

Objective 5

1. Heat engines turn thermal energy into mechanical energy.
2. An external combustion engine performs conduction as it heats up a different object as its work. An internal combustion engine is powered by radiation because they are fueled by fire/combustion. They both turn heat into energy that can fuel the automobiles.
3. Internal combustion engines are used more frequently because they deliver power better and they weigh less than external combustion engines.
4. The refrigerator takes the hot air out, verses what we think, putting cold air in.
5. The compressor compresses the gas in the refigerator. This causes the temperature to rise. So, the heat-exchanging coils allow the refrigertant to disperse the hot air.

Citations:
1.http://wiki.answers.com/Q/Why_is_a_car_engine_an_internal_combustion_engine_rather_than_an_external_combustion_engine  
2. http://home.howstuffworks.com/refrigerator2.htm

Homework 9- objective 3

Objective 3:

Homework 9

Objective 3

Objective 3:

1. The three types of heat transfer are conduction, convection, and raditation.
2. Heat goes from cold to hot. The cold air is not let out, the hot air is let in.
3. Conductors let energy and heat go through it, and insulators don’t let energy and heat pass through.
4. Copper would be a better conductor because it lets the heat and energy go through easily.
5. I would build a fire because then the hot air would be given off. This is an example of radiation because the objects are not touching. Then I would build a tent because this would keep the body heat inside the tent. This is also an example of radiation because the objects aren’t touching.

Citations:
http://www.tapinsulation.com/heat.html

Homework 9- objective 2

Objective 2:

Homework 9

Objective 2

1. The temperature sensor of the thermometer is on the end bulb.
2. The Celsius scale is the most simple scale, it is from 1 degree for freezing and 100 degrees for boiling. The Fahrenheit scale is 32 degrees for freezing and 212 for boiling. The Kelvin scale is a boiling point is 373 K and a freezing point of 273 K. The difference in Kelvins is that it has absolute zero. This is when all matter stops moving.
3. 41 degrees Fahrenheit.
4. 460 degrees Celsius
5. 50 K
Citations:
http://www.wbuf.noaa.gov/tempfc.htmhttp://www.metric-conversions.org/temperature/celsius-to-fahrenheit.htm

Homework 9- objective 1

Objective 1

Homework 9- Objective 1

1. Fahrenheit, Celsius, and Kelvin are the three temperature scales.
2. Thermal energy is the energy of heat. That is why heat has to do with thermal energy, and heat causes hot temperature and the particles moving.
3.  Specific heat is the amount of energy needed to raise one gram of a substance by one degree Celsius.
4. An ice cube melts in your hand because the particles in an ice cube are not moving quickly because an ice cube is cold. The thermal energy from your hand makes the particles move faster in the ice cube and this causes it to melt.
5. Some things are better conductors of heat and heat travels through them a lot easier.
Citations:
http://www.freeessays.cc/db/32/mlo105.shtml
http://wiki.answers.com/Q/Why_does_water_have_a_high_and_specific_heat_capacity
http://answers.yahoo.com/question/index?qid=20100125182103AAM1DPs

Homework 8 Objective 6

Objective 6:
1. Charles's law says that if the voulme of something goes up so does the temperature and vice versa. This is an example of a direct relationship.
2. As the temperature of a gas increases, the gas molecules move more quickly.
3. J.A.C Charles was the first person to fly a hydrogen balloon.
4. The wind picked up the balloon and eventually it landed around 15 miles out of Paris. Peasants ripped up the balloon because they thought it was a manefestation. King Louis the XVI then issued a decree telling everyone what balloons were and what they did to avoid this again in the future.
5. The pressure must stay the same. The volume and temperature change.

Citations:
http://www.aeragon.com/air/bal/index.html
http://wiki.answers.com/Q/What_factor_is_kept_unchanged_when_demonstrating_Charles%27_Law

Homework 8 Objective 5

Objective 5:

1. Boyle's law states that when the volume goes up the pressure goes down and vice versa.
2. When you go up in elevation the pressure decreases. This lower pressure would cause the balloon to expand and burst if it was filled all the way. This is why high-altitude balloons are only filled half way.
3. Pressure x volume= constant.
4. When you breathe in and flex your diaphram, you are increasing the volume of your lungs (by breathing in) and then you increase the pressure by flexing your diaphram.
5. As the diver goes deeper into the water, the pressure increases. According to Boyle's law, of the pressure increases, volume will decrease. This is important to the diver because the diver's body has numerous air spaces.

Citations:
http://wiki.answers.com/Q/Why_are_weather_balloons_partially_infated_before_they're_released_into_the_atmosphere
http://library.thinkquest.org/12596/boyles.html
http://wiki.answers.com/Q/How_does_Boyle%27s_law_apply_in_respiration
http://www.scubadivingsarasota.info/online-scuba-training/gas-laws