Volume Units Lab

Claim- The claim was that the the water measurements and the ruler measurements would be the same because a 1 cm^3 is the exact same as a 1 ml.



Evidence:
























The graph shows that they were close to each other the whole time, I think that they weren't perfect with each other because there might have been little errors. Such as we might have been part of a cm off when we used the ruler or when we were measuring in ml we could have been off a bit. The equation was W=(0.9212mL/cm^3)r+0mL.The slope is 0.9212mL/cm^3. The y int is 5.630 mL.

Reasoning: The slope stays consistent the whole way so i know that 1cm^3 is the same as 1 ml. So that means that the means that the outcome of the slope should be the same but there was a little error.

Volume UnIts blog post

Claim: I think that volume should be the same, 1 (cm^3) should equal 1 (mL) when you are measuring volume using math or using water.

Evidence:

Our graph shows that the slope remains the same the whole entire time, with very little error. I think that the errors could have been measuring errors or we might not have gotten enough water. We also might have put to much water in the graduated cylinder. There might have been some water in the graduated cylinder from the last test. The equation was W=(1.001mL/cm^3) + 0mL. The slope was 1.001mL/cm^3 the y intercept was 0.

Reasoning: Since the slope stayed the same the whole time it told me that 1 mL = 1 cm^3.
Matter should behave the same way no matter what state solid or liquid. The measurements should always be the same. Rain, snow, and ice should behave the same way and the measurements should be the same.

Volume Units Lab

Claim- Our claim was that the volume of the shape measured with a ruler should be exactly the same as when it is measured by water because 1 cm^3 = 1 mL. 

Evidence- (Board Meeting)

Our graph was pretty steady. I think that the mistakes on the graph come from air bubbles in the shape when we measured with water or human error spilling water or misreading the ruler or graduated cylinder. Our equation was W=(0.8144mL/cm^3)+11.93mL.. our slope was 0.8144.. and our y-int was 11.93.

Reasoning: Our slope was somewhat consistent on our graph, but our y-intercept was kind of weird and didn't seem right. Because of the 5% rule, our y-int stayed at 11.93. After our board meeting, I made the claim that volume in cm^3 and mL should be exactly the same

Volume Units Lab

My claim was that 1cm^3 is equal to 1mL.

W(mL)=1.104(mL/cm^3)M(cm^3)-6.765

Slope: 1.104(mL/cm^3)

Y-int.: -6.765

The slope of the line in my graph is .1 off of being exactly 1. If it was 1 that would mean that that for every 10mL. there are 10cm^3, meaning that the ratio is 1:1. but this would only work if we had less error in our experiment. The Y-int. or error is about 7% witch means that there was to much error to think of it as a irrelevant part of the graph. So if I were to redo the experiment with much less error and still got the same slope I could confidently say that there is a 1:1 between mL and cm^3. I also chose behave as a label on this post because this experiment tested how matter behaves in correlation with mass and volume.

Mass Lab Stations: Station 1

Claim: There is no change in mass if there is no change in the system.

Evidence:
            System: Beaker and fiber
            Mass Before: 167.82g
            Mass After: 167.82g
            Change in Mass: 0g
The only thing that had happened in this lab was that we pulled the fiber apart. There was no change in the system.

Reasoning: When measuring mass, if there is no change in the system, the mass will remain the same. The only way the mass will be different is if there is something added or taken out of the system.

Volume Units Lab

Our original question was: What is the relationship between volume in cm^3 and volume in mL?

Claim: 1 cm^3=1 mL.

Evidence: https://docs.google.com/a/union.k12.ia.us/document/d/1BhjD3-OS5iz2pxIXn58_xx7xPnpZLepJCXkPPx6Kl3E/edit

Reasoning: We know this because all of our cm^3 measurements and mL measurements were the same. I chose "behave" because when one of the units was high, so was the other. It was the same way with when one of the units was lower, so was the other. Also, the graph shows that both of the units were equal to each other or they were very close due to human error. For the most part though, the cm^3 measurements was the same as the mL measurements.

Volume Units Blog Post

Claim: In this lab we were to try and figure out the relations between cubic cm and ml, because of this lab, I believe that for every one cubic cm that goes up so does one ml.

Reasoning: For my conclusion, I believe that for every one cubic cm that goes up so does one ml because if the volume goes up in one it has to go up in the other. My graph does show some error in measuring, but from board meetings and one on one help I have come to learn and know that this statement is true. This lab also shows how matter behaves in different forms.

Evidence:

So even though my evidence shows some error you can still see that cubic cm and ml are supposed to be the same and if not the exact then very close. It is hard to do a lab without any errors, therefore in mine i know that it isn't exact, but i know what went wrong was the measuring and the significant figures. Also, my  claim was proven right with at the board meeting and from others with in the chemistry class. 

Equation: V= 0.7778(ml/cm3)w+9.746(ml)

Slope:0.7778

Y int: 9.746

Graph:

Our equation was v=0.6535(mL/cm^3)V+16.17
Claim: 1mL=1cm^3
Evidence: Our slope is 16.17. To me that seems wrong, I believe there was some measuring errors, but the 5% rule showed that that is, in fact what our slope should be. The class average would have been rounded to 1, which indicates that for every cm^3, there should be a mL of water equal to it.

Reasoning: After looking at our graph and discussing others in class, it was obvious that we had made some sort of measuring error. Our graph shows that the rise and the run of each point are about the same each time, and in our data on the left the numbers are only within 2 or 3 numbers of each other, except for the last one, which was our mistake. That is why I think it is safe to say that 1mL=1cm^3.

Volume Units Lab

Claim: I think that when you are measuring volume with either a ruler or with water, it should be  exactly the same thing because 1 cm^3 is the same as 1 ml. 

Evidence: 

Our graph shows that the slope stays at about the same rate the whole time. I think the reason that there were errors, was because when we were measuring with water there were sometimes air bubbles that could not be filled with water. Also there may have been human error with reading the ruler or graduated cylinder we used. The equation was W=(0.9212mL/cm^3)r+0mL. The slope was 0.9212mL/cm^3.  The y int was 5.630 mL.

Reasoning:  The slope stays very consistent which helps me know that 1 cm^3 = 1 mL. Matter behaves in the same way, weather it is measured as a solid or a liquid. The outcome of the measurements should be the same. 

Volume Units Lab

Our original question was: What is the relationship between volume in cm^3 and volume in mL?

Claim: 1 cm^3=1 mL.

Evidence: https://docs.google.com/a/union.k12.ia.us/document/d/1BhjD3-OS5iz2pxIXn58_xx7xPnpZLepJCXkPPx6Kl3E/edit

Reasoning: We know this because all of our cm^3 measurements and mL measurements were the same. I chose "behave" because they both are the same thing.

Volume Units Lab

Claim; My claim is that 1cm^3 and 1mL are the exact same thing.

Evidence:
Equation= V=0.98(mL/cm^3)v+0mL
Y-int= 0
Slope= 0.98
The slope is not exactly 1 because their was human error during our experiment. Also the reason our y-int was 0 because of the 5% rule. So this graph show that mL and cm^3 are almost the exact thing.

Reasoning: My conclusion is that 1mL=1cm^3. Our graph shows that they are very close together which shows measurement error. This experiment shows that even if it is a liquid,solid, that is will always have the exact same volume every time unless there is an error during the trials. I believe that this experiment shows how matter behaves in different forms.

Volume Units Lab

Claim: The point of this lab was to figure out what the relationship between cm^3 and mL was. We figured out that 1mL=1cm^3. 

Evidence: The reason that our slope was not exactly 1 is because of error. Error occurred when there was an air bubble in the shape or we did not get all the water out of it. Also measuring errors could have taken place. Our equation was V=0.98(mL/cm^3)v+0mL. The reason b is 0 is because of the 5% rule. That rule showed that b was not significant so it turned out to be 0. Our slope=0.98. This number means that cm^3 and mL were very close to being the same thing. 

Reasoning: In conclusion 1mL=1cm^3. The reason the graph does not show that is because of error. Measuring these two units proves to us how matter behaves itself. Whether matter is in a liquid state or a solid state, the volume of it will be the same. Quite amazing if you ask me. I think that answers how matter behaves.

Mass Lab Station # 1

Claim: Mass did not change when the wool was pulled apart.

Evidence: We measured the wool before we pulled it apart. Recorded the mass in grams which was 167.99 grams. Then pulled the wool apart recorded the mass again which was 167.99. It was the same. The entire class had no change in mass. The wool particles didn't change because nothing had been added or subtracted. It was pulled apart but all of it was still weighed.
Reasoning: The prediction was the mass would not change and that was the result. Even though the wool was pulled apart the mass did not change, either did the particles. The scale proved the nothing changed.

Volume units lab

    During this lab we were testing whether or not that cm^3 and ml were the same when we measured them. When we tested it they did not come out to be the same, but they didn't because of errors. Some of the errors were not being able to get all the water out of the container shapes, or not measuring right. They should be the same and i will prove it in the graph.
    In this lab we had to measure the volume of each of the shapes we did. We did three shapes and another group did another three shapes, then we shared our results. So when we shared our data the measurements were not the same. We thought they were different because of error. 1 ml should equal 1 cm^3. So this means that the y-int has to be zero when you do the equation. It also makes thing easier. We had someone in the class have a y-int of 11 something. That is saying that you have 11 of something in nothing which is impossible. The equation we can use V(ml) = (1 ml/cm^3)V(cm^3) + 0(ml). They should be exactly the same. 1 cm^3 = 1 ml.
    So in conclusion the measurements should be exactly the same. Even though the data showed that were similar , they weren't exactly the same because of error. I think this is part of how does matter behave. I think that it is part of it because we get to see how measuring cm^3 and ml were the same. So we got to see how they compare and contrast.

Volume Units lab

      Are the measurements cm^3 and mL the same thing. This project was proving rather cm^3 and mL are the same thing, or they are totally different from each other. I think that these two measurements are the same even though they show it in a different way.
      What this experiment consisted of was measuring the volume of six different shapes using cm^3 and mL. For cm^3 and mL to be the same thing one cm^3 had to equal on mL. The y-intercept had to equal zero, so this would be saying that 0 cm^3 =  0 mL. Which would make these two measurements the same. My group thought that cm^3 and mL were the same, but our data showed something different. Our linear equation said w=0.8142(mL/cm^3)m+11.93, but to show that the two measurements are the same the y-int. (11.93) had to be 0 because it would be saying that there is a shape that has measurement of 0 cm^3 and about 12 mL. Which this does not exist, so we might have had an error with calculating some of the numbers or somethings else may have happened. All the groups made graphs to show that the shapes showed that all the shapes were located around the fitted line. Showing that the two measurements are equal. As we talked as a class all the groups agreed that cm^3 and mL are the same thing. They're just written and calculated in different ways.
      Even thought our linear equation didn't fit the other groups; all the groups agreed that cm^3 and mL are the same. We are saying that cm^3 and mL are the same, but the data shows that they are similar. This is relevant because error plays a big part in collecting data. Which was probably one of the biggest reasons why they weren't exactly the same. Looking at everything that was talked about cm^3 and mL are the same thing even though they are measured in different ways. I think that this fits in with "How we view matter" and "How does matter behave" because we viewed why this experiment happened the way it did, but also how the experiment behaved with by the way that volume affected the two measurements.

Volume Units Lab

Claim: That volume in mL is the same as volume in cm3.

Evidence:

Reasoning: The data shows that both of the volumes are similar. They are slightly off because we weren't accurate enough with our measurements. 

Lab Station 1

Lab Station 1

 Claim: When pulling apart fiber it shouldn't get smaller nor bigger because you aren't gaining anything or losing anything you're just pulling it apart and putting it back into the beaker.

Evidence: My evidence shows me this is correct because our histogram all the number had little to no change. All the numbers were really close. It was all either .02 or .002 off to what everybody else got when you just put the fiber in the beaker at the beginning.

Mass Lab Station #1

At station one, we were supposed to measure the mass on fiber before and after you pulled it apart. I predicted that the mass would stay the same after you pulled it apart because you aren't changing anything. My prediction was correct, my mass stayed at 166.18 even after i pulled the fiber apart. This is because we aren't doing anything to change the particles, we are just essentially changing the shape and how big it is. We kept the same amount of fiber, we didn't take any out or put anymore back in, so it should stay the same. If we would have heated it up, burned it, got it wet, or made it cold the particles would've change, therefore causing the mass to change, but since we didn't do any of that they stayed the same. In conclusion, after discussing with the class, we believe that the mass and the particles stay the same.

Mass lab station #1

My claim: the fiber in station 3 had the same mass before and after pulling it apart because pulling something into two pieces doesn't change the mass of it.

Evidence/ reasoning: I found the mass of the fiber before pulling it apart and it was .99 grams, then I pulled the fiber into two pieces and found the mass of both of them together again and it was still .99 grams. I think it's pretty much common sense that when you take one thing and break it into parts, you can still add them up to get the same amount you had before. Like money for example, if you have a dollar and you break it up into dimes, you still have a dollar, just a dollar in smaller pieces. That's why I think that breaking something into pieces doesn't change the mass of it.

Lab Station #1

My claim is that when we pulled apart the fibers  of the wool the fibers split it half but then they re-closed themselves. I think the mass would weigh the same whether it was pulled apart or clumped together.
My evidence is the histogram of this lab station, which showed me that all results were close to zero which would mean little or no change. Also we need to remember that there is a 0.2 margin of error on the scale so that has to be worked in there too.
My reasoning is that  we did not add or subtract anything to the particles. That is why they stayed the same as when they were together and clumped. Also that is why the mass stayed the same.