chem blog - plotting data and worksheets

      This past week, we looked into the relationship between cm^3 and mL and graphed it on graphing paper. We also found the mass and volume of 5 bits of steel, aluminium, and acrylic and graphed that on LoggerPro. These main ideas connect with each other because both the cm^3 & mL and mass & volume create graphs that appear linear. Another thing we did was begin working on a worksheet titled mass, volume, and density.

Cm^3 and mL We filled a plastic box of water with 5 different amounts of water and calculated the volume in cm^3 and mL. We found the cm^3 volume by finding the measurements of the width, height, and length of the water in the box and multiplying them together. We found the mL volume by pouring the boxed water into a graduated cylinder and read the measurements. Afterwards, we graphed our data, with mL as the dependent variable and cm^3 as the independent variable. The graph appeared to be traveling in a linear fashion with a ratio of 1 to 1.

plastic box

pouring the boxed water into a graduated cylinder

reading the measurement of the graduated cylinder

graph for cm^3 vs. mL

Mass and Volume We took 5 pieces of steel, aluminium, and acrylic and found their mass and volume. We found the mass by placing pieces on scales. We found the volume by filling a graduated cylinder with water and reading that measurement, then dropping a piece into the graduated cylinder and reading that measurement, and then finding the difference between the two values. Then we recorded the mass and volume into our composition notebooks. Soon after, we graphed our results on LoggerPro. We plotted the data and created a line of best fit. I had difficulty with my graph because I couldn't figure out how to make the points appear. We then compared the slopes of the line of best fit as a class. For steel, the slopes hovered around 7.026 to 8.319. For aluminum, the slopes were about 1.253 to 2.610. For acrylic, the slopes were from 0.6197 to 1.495. One group messed up on aluminum and acrylic's slope.

reading the measurement before putting in the acrylic

putting in the acrylic

reading the measurement after putting in the acrylic

Worksheet We received a worksheet that focused on mass, volume, and density. We completed problem 1, 2, and 3 on the whiteboards and compared them as a class. Problem 1 and 2 pictured two prisms named A and B. We had to compare their mass, density, and volume. For problem 3, there were two prisms named E and F and we had to explain which one we thought was more dense. Half the class thought that E's density was the same as F's. The other half thought that E's density was larger than F's. I think that E's density was larger than F's because E's particles are larger, resulting in larger density.

Our answers for questions 1 and 2

      We came to know and understand the ideas this week by talking about what data we got with the class and graphing on graphing paper and LoggerPro. I don't have any other questions relating to what we did this week. I think my participation this week was good because I communicated with my table group and took part in the experiments. I would rate my understanding of all the ideas this week a 9.9 because I'm sure I know and understand everything that we covered. I don't think I need to work on anything.