Owen

--



1. His ideas were rejected due to the fact they just believed in other factors such as they could be constantly cut down into smaller pieces, never ending. 2. An atom is the basic building block for elements. It defines a type of element and creates only a certain element that it was designated to create. 3. He was wrong in stating atoms are invisible and about all atoms of a given element having identical properties. Now a day’s scientists constantly study atoms by looking at them and they are visible through a certain magnification and certain microscope. And many elements have atoms of identical properties but the mass of an atom designated to create a certain element can vary in mass. 4. Democritus believed that all matter was created by many microscopic materials that he called atomos. Dalton was a teacher and studied the thoughts of Democritus. And became fascinated with the fact of many smaller objects connecting to create larger objects. The method was different as one created the idea and the other inherited the idea and made it his own. 5. Democritus believed that matter was composed of empty space. Dalton Believed all matter was composed of extremely small particles called atoms. Atoms are solid, indestructible, homogeneous and invisible. Dalton believed all atoms of a given element are identical having the same size, mass and chemical properties. John Dalton said atoms cannot be created, divided or destroyed. Dalton believed atoms of a specific element are different from those of any other elements. Democritus said different kinds of atoms have different sizes and shape. Different properties of matter are due to shape and size of the atoms. And apparent change in matter results from change in the order of grouped atoms and not from changes to the atoms itself. Dalton believed different atoms combine in simple whole number ratios to form substances or compounds. And Dalton believed that in chemical reactions atoms separate combine and rearrange. The ideas were very similar just altered in definition. And maybe a few changes about facts. 6. The changing type of electrodes or altered gas in the cathode ray tube did not affect the cathode ray that was produced. They found that the ray’s negative particles were found in every form and in all matter. 7. The atom is created through the organized grouping of 3 subatomic particles: the electron which flows through empty space in a ring around the nucleus or center of the atom, the proton and neutron are slow moving and move within the nucleus. They generate a large majority of the atoms mass. 8.  9. The Rutherford nuclear atomic model used positively charged subatomic particles rather than negatively charged. And because an electron was so tiny the deflections created were minor. With the proton the deflections created were widely varied. 10. - From 460-370 B.C. Democritus formed the first idea of atoms - 18th century John Dalton created Dalton’s atomic theory by stealing the original idea from Democritus - 1800’s scientists invented the cathode ray to come up with the foundation for the electron - In 1932 Rutherford re-developed the Thomas’s plum pudding model created a base understanding of the atomic structure of an atom. But Rutherford and his assistant found that atoms have both neutrons and protons located within the nucleus - All of this data is recorded and shows the sequences of events leading up to the atomic model of the atom, and discovery of subatomic particles which are smaller than atoms 11. A) 5, B) 86, C) 78, D)12 12. Dysprosium 13. Silicon 14. Calcium: 26 neutrons, 20 electrons and protons. Oxygen: 9 neutrons, 8 electrons and protons. Iron: 31 neutrons, 26 electrons and protons. Zinc: 34 neutrons, 30 electrons and protons. Mercury: 124 neutrons, 80 electrons and protons. 15. A )Mass contribution= (10.013 amu) (0.0198) = 0.1982574 amu B) Mass contribution= (11.009 amu) (0.0802) = 0.8829218 amu C) Atomic Mass= (0.1982574 amu) (0.8829218 amu) = 0.17504578047132 amu 16. Helium -3 due to the fact isotope has fewer neutrons so less mass meaning more abundance. 17. A) Mass contribution = (23.985 amu) (0.07899)= 1.89457515 amu B) Mass contribution = (24.986 amu) (0.010) = 0.24986 amu C) Mass contribution = (25.982 amu) (0.01101) = 0.28606182 amu D) Mass contribution = (1.89457515 amu *0.24986 amu) (0.28606182 amu) =0.0714754063452 amu
 * Subatomic Particle || Relative charge ||
 * Electron || -1 ||
 * Proton || +1 ||
 * Neutron || 0 ||

18. Proton, the atomic number is the number of protons and electrons found within the elements atom 19. An isotope is an atom of a certain element with a different number of neutrons e.g. O3 20. An isotope can vary in numbers, it can vary with decimal places which allows chemicals or elements to have an isotope of something other than a whole number 21. N-15 has more abundance, it has more neutrons then N-14 so there for the electrons and protons remain the same while the abundance is greater in the N-15 isotope 22. Well the average atomic mass of an isotope is found through finding the mass contribution of each isotope by multiplying the amu of the isotope by the abundance to get another amu, repeat this for the second mass contribution. Then once you have the amu of both mass contributions you multiply them both together to find the last amu. This will give you the average atomic mass of an isotope.

. _ pH and Tamp. of standing water puddles outside September-19-10 10:53 AM The pH of the standing water is relatively close, maybe not where the water fell determines the pH but its surroundings like mud, rock, surrounding plants etc… I believe that the water though only standing within that part of the ground for a small length in time, could easily gain different minerals and particles to alter the pH. The standing puddles of water found in the ground were of most likely of a higher pH but one had a dramatically smaller pH. The rain gathered water had about a 7 pH and was altered with dirt being mixed within the water. Temperature remained pretty cool if the water was found on the ground, and if elevated was warmer. Various amounts of factors could have altered the results and to get a closer range within the two groups you would need to have done it at the same time for the same time length. Our testing took place within 30 seconds per puddle. ___ Owen McCleery MYP 5 Science September 14 th 2010 Scientific Experiment Research Question : Do the same plants with various leaf sizes create an altered output of oxygen? Hypothesis : When two of the same plants, of similar height and are varied in leaf size, are placed inside an oxygen sensor, which is found in room temperature, they will generate a different oxygen output amount, and the plant with larger leaves will create a higher concentration of oxygen inside the sensor. Materials : Method : First you will need an oxygen sensor, which will collect your information and calculate the oxygen concentration over a certain period of time. The oxygen sensor will connect to the data log which connects to that laptop to show you the specific data. You will either need to buy or extract from a local area two different plants, one having quite large leaves, the other smaller leaves. Both similar in height. But short enough to fit inside a 5-7 inch tall container. You will connect the sensor into the data log which should be provided by the teacher and should be plugged into an outlet inside the wall. Also the data log plugs into the laptop, which should have the program logger lite 1.5 used to graph and exhibit collected data. Once all the wires are plugged in place one of the plants inside the sensor, add 20 ml of water to each plant before adding all the components of the sensor to properly collect your valid information, water contains oxygen which will be passed through into the plant and will help the concentration of oxygen inside the sensor. Once this plant is set up inside the sensor, start watching the data on logger lite 1.5 until it starts to stabilize, usually wait a minute before starting to collect the data. Once you have started, run the test for about 5 minutes. Every minute pause the experiment and collect the mean of the data, by pressing the stats button, once collected and plugged into your graph restart the test and repeat that step for every minute for 5 minutes. After 5 minutes stop the experiment and press the stats button and gather the final mean of the entire experiment. Repeat the step from placing the plant inside the sensor for the other plant. Plug these figures on a graph and see if there is a difference in growth of the lines and conclude your hypothesis and your observations. Independent Variable : The size of the leaves found on the plants you have chosen this should control the concentration of oxygen inside the oxygen sensor. Dependant Variable : The concentration of oxygen. Controlled Variable : Same type of soil used for both of the plants with the exact measurements of soil amount. Both are contained within a shaded class room, at room temperature. No insects or bugs are to be placed inside the sensor when testing the plants for oxygen concentration. The plants should be given the exact amount of water (20 ml) inside the sensor 5 minutes before testing. Type of the two plants should be the same, and you control how the leaf size should vary between the plants. Qualitative Observations : Quantitative Observations : Data Table :
 * 1) A data log used to collect the data.
 * 2) An oxygen sensor used to calculate the concentration of oxygen in an enclosed space.
 * 3) A laptop with a loaded program called logger lite 1.5.
 * 4) 2 plants with various features, but with a close height relation, but one plant should have recognizably larger leaves then the other.


 * Time in minutes after the start of the experiment, at every minute you collect the mean for the plants oxygen concentration || Mean of oxygen concentration for plant one – with smaller leaves. || Mean of oxygen concentration for plant two – with larger leaves. ||
 * 1 ||  ||   ||
 * 2 ||  ||   ||
 * 3 ||  ||   ||
 * 4 ||  ||   ||
 * 5 ||  ||   ||

Graph : Conclusion :

Scientific Method Paper- Owen McCleery September-05-10 1:01 PM  The Scientific Method has developed and been flawlessly created, it is difficult to isolate the single creator. Much credit is given to Roger Bacon, for outlining it into a more precise procedure. Originally the Muslims were responsible for the early development and creation of The Scientific Method. But the Scientific Method had much improvement, since Roger Bacon and the Muslims. Galileo gave the Scientific Method more meaning and greater use. Initially Galileo invented ' Experimental Scientific Method ', in which he used refracting telescopes to create a further astronomical introduction. Sir Isaac Newton 's clarification of Galileo's' Experimental Scientific Method' would be the populations most accustom procedure. Good background information but it could show more links as to how it has changed...etc. It is also a bit irrelevant. In my own words The Scientific Method is an ordered procedure which is used by scientists and science classes to allow them to find solutions for problems. It is also used when students would like to learn more about a topic of interest they could design an experiment if it could answer their question and be of much use for learning. Good. Is it only used by scientists and students or does it expand beyond that? The fundamentals of The Scientific Method are essential for the experiment. Only by memorising or getting familiar with the procedure or steps in which the experiment is carried out and understanding what these measures expect from you, is crucial in advancing through the experiment. In order to start The Scientific Method procedure you have to distinguishing a question or a problem which is to be solved or answered through the testing and observations you gather inside this procedure, after you have isolated a problem that you would like to learn more about or solve, organize and record data, by researching on proper websites or in a library, and through interviewing people that are knowledgeable in the specific topic. After you feel that you are knowledgeable enough and have put together enough data you will need to formulate a hypothesis. Which is prediction or explanation based on your knowledge and understanding learnt through your collected data in the second step. After you develop a hypothesis you will need to strategically form an experiment which will put your explanation or prediction to the test. You will need to isolate and vary your variables ( independent variable is constantly changing and does not rely on the other variable, the dependant variable is depending on the independent variables change) and controls. You have designed an experiment and will need to collect your own data through observations, estimations, trials and measurements. These all fall under one of the two category's qualitative or quantitative data. Analyze your data which you collected within this experiment. Draw a conclusion at the end in which you should repeat the hypothesis, also analyze your data and demonstrate how it was confirmed or how it drew you to a new hypothesis. At the very end leave an anecdote, ﻿anecdote? sounds a bit odd a short story distinct to an incident or an event which occurred during the experiment, or a question which you do not know the answer to and wished if it were answered you would become more knowledgeable in the topic. Good explanations When looking through different websites for information on The Scientific Method there are many variations in how detailed an explanation is going to be, how many steps are shown, different founders of The Scientific Method, why it was developed, overall the sites will give you a different definition most will be similar. Good, you could also include some examples from different sources Scientist use The Scientific Method to have an overall understanding and similar understanding about how to carry out all experiment performed inside the laboratory. They use it as a guide, not always simple and easy to understand but once familiar with it you would find that you use The Scientific Method in everyday life and it is very important in that sense. An example of it in everyday life: You get home and need to go on the computer to use the internet for research, you take out your computer turn it on, and find out that it dies. Observation: Pressing the power button of computer should turn it on, when I press the power button the computer does not turn on. Hypothesis: If the computer is dead, and I flip over the computer and press the battery it should tell me that there is no bars of energy left. Experiment: flip over the computer and press the battery to show how much power remains. Analysis: if there is all but one light out of the five on the battery that don’t show up means my explanation does not make sense, possible errors are that the battery is not connected properly or that the battery is on reserve energy. Conclusion: All lights are out and my hypothesis was confirmed. Analysis: if there is a charger around I can plug in the laptop and charge it. Ok, maybe a more detailed example could have been used. Overall, a good paper on the scientific method. Sources: [] [] []

PH Lab September-07-10 9:18 AM  Materials : Method : Data Table : Data Graph : Conclusion : I feel that this lab would teach you that basics and acidic liquids serve different purposes, I find that basic liquids are used for cleaning various clothes or even 50% alcohol to clean cuts and pure alcohol to clean nails. Acids are used to liven drinks or food or serve other purposes for cleaning. Overall I believe that John M. and Ryan did complete this lab with the higher average of being correct, because they really thought about which liquids were acidic or which were basic and narrowed down there answers together by making an educated answer. Jade and I did pretty well too but got mixed up with which liquids were basic and which were acidic which threw us off. Abi and Adam I feel just made a guess based on previous experiments on this topic and I don’t think put in an effort to try to come up with more direct and clear answers. I know it is a prediction, which is an educating guess, but if I had to judge the predictions I would say that that’s what I see from these numbers.
 * pH sensor
 * Data log
 * Various home liquids and household cleaners, each of the distinct chemical pour 40ml into the 100ml beaker
 * Computer
 * Pen and paper for observations to later be added into the data table
 * Glasses/ Goggles and gloves
 * <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; margin-bottom: 0px; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">100 ml Measuring beakers, one for every different liquid
 * <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; margin-bottom: 0px; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">250ml beaker for cooler water
 * <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; margin-bottom: 0px; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Sharpie and masking tape used to label the liquids beaker in order to keep track
 * <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; margin-bottom: 0px; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Use the data recording software which has been downloaded onto your computer Logger Lite 1.5
 * 1) <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Gather all materials needed to carry out this experiment. Before any handling of the liquids put on your gloves and glasses / goggles. Pour the liquids into their designated 100ml beaker <span style="color: #6585f6; direction: ltr; display: block; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">how much of each liquid? <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">, each liquid gets its own beaker. Place a piece of masking tape over the side of the beaker and write the name of the liquid so you don’t mix up the various liquids.
 * 2) <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; font-style: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Plug the computer into the data logger, plug the data logger into the wall, and plug the pH sensor into the data log. Remove liquid containing container around the pH sensor. Pace the cap of the container back on, and place it on a table near by.
 * 3) <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; font-style: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Dip the pH sensor in cooler / filtered water to clear off the liquid that keeps the sensor calibrated. And keep swirling the sensor for 10 seconds after that dry it off with a paper towel. On your computer turn open the program Logger Lite 1.5.
 * 4) <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; font-style: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Take the sensor which should be plugged into the data log, and dip it inside a liquid of choice, wait for the graduation of the increased or decreased pH to slow down before taking a hitting the collect button for 30 seconds. Once the time has hit 30 seconds and press the stats button at the top middle it will tell you the mean, write down the mean which will be the average pH. Repeat Steps 3 and 4 for every different liquid or home remedy that you have chosen.
 * 5) <span style="direction: ltr; display: block; font-family: Calibri; font-size: 11pt; font-style: normal; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">Once you have completely finished testing all these liquids for varied pH's, create a lab write up which would show people, that haven't done this before, so that they would be able to flow through the steps and be able to understand each piece of data or advice on your lab.
 * Liquid || John M. & Ryan's Prediction || Owen & Jade's Prediction || Abi & Adams Prediction || John M. & Ryan's Actual || Owen & Jade's Actual || Abi & Adam's Actual ||
 * Coca Cola || 2.3 || 2 || 3 || 2.3 || 2.576 || 2.6 ||
 * Disiclin || 14 || 9 || 8 || 4.9 || 5.373 || 5.64 ||
 * Lime Juice || 3 || 3 || 4 || 2.2 || 2.385 || 2.41 ||
 * Tap Water || 7.5 || 6 || 2 || 6.9 || 7.232 || 7.18 ||
 * Cooler Water || 7 || 7 || 4 || 6.49 || 6.567 || 8.62 ||
 * Vinegar || 6.5 || 3 || 7 || 2.2 || 2.463 || 2.40 ||
 * Salt Water || 3.5 || 6 || 2 || 6.52 || 6.842 || 6.90 ||
 * 50% Alcohol || 5.5 || 2 || 8.5 || 7.89 || 8.233 || 4.65 ||
 * Pure Alcohol || 4 || 1 || 13 || 6.35 || 7 || 8.65 ||

<span style="display: block; font-family: Calibri,helvetica,sans-serif;"> ﻿Ja﻿de