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aa Enjoy reading my Habits of Mind entries! - 26/05/2010

****Entry 14****
Learning Continuously

Another Habit of Mind that I found to be attached to my self-research lab, was Learning Continuously. This lab is a perfect representation of how we can use knowledge from previous chemistry classes in our research topic. For my topic on Chemical Warfare, I focused a lot on the types of reactions occurring in each of the different weapons used by countries throughout history. For example, Germany during WWI was able to isolate Chlorine Gas by creating a decomposition reaction. ( 2 NaCl + 2 H2O → Cl2 + H2 + 2 NaOH) This was the formula that the German scientists used to isolate Chlorine and create Chlorine gas. While Sodium Hydroxide is created, the remaining Chlorine Gas and Hydrogen Gas do not form a compound, thus staying on its own. If I had never learned about a decomposition reaction, I may not be able to understand this reaction and explain correctly during the live presentation. This was the reaction formula I used during my research to create a small stink bomb. The highlighted compound is the reason for the rotten egg smell given off by reacting of the stink bomb. Using my knowledge of double replacement reactions, I was able to predict that by mixing any sort of sulfide with water could give me the needed hydrogen sulfide. The Oxygen and Sulfide switch places leaving behind a waste that for this reaction could've been anything. The main goal of a stink bomb reaction is to get the Hydrogen sulfide and release the rotten egg smell. Of course, I had to ensure that the reaction occurring would not create so high of a concentration that it would become lethal. Thus I did more research and learned about the different levels of concentration and the effects on people hydrogen sulfide had. A safe amount I found was so small, that I need special instruments to make. This was not a simple reaction that I could do at home safely at least. Why is it important to continually learn about the same thing? Given my example here, if I had not done the correct research and the prior knowledge, I could've not only harmed myself, but the other students and my family. Also since the world is advancing over time, new things are being created and new ways of using old things are as well being created. We need to keep learning to keep ourselves updated to ensure that no mistakes happen.

- 26/05/2010

**Entry 13**
Taking responsible risks

Now that we have completed all of our planned units, exams are slowly approaching. Since it is a waste of time to have 10 classes on pure exam review, instead each of us did a research on a question of our choice. For example, my question was how do simple chemicals become lethal weapons. This research was based around the idea of chemical warfare that has advanced hugely in our modern day world. This idea came to me through the idea of doing a lab on stink bombs. After researching about stink bombs, I found that too highly concentrated stink bombs could lead to death, thus leading to my question on how a joke of a stink bomb can cause deaths in a classroom. Our objective was to create a 7-10 slide power point presentation that shows off our research. My research was fairly straightforward and not a problem, the risk came when entering my research into a power point in a way that will seem both educative and interesting. This slide is a representation of my entire power point. I focused on keeping it as simple as possible in regards with the text, and as impactful as possible in regards to the pictures. This slide shows how I used both to not only teach the advancement of Chemical Warfare throughout the times but also keep them attached with vivid images that attract their attention. I considered this style of a presentation a risk especially since this is a Science presentation. Most times Science reports are dull and full of information that is meant to be read rather than presented. I went for a more casual presentation style by letting my knowledge of my research come through my voice as opposed to thousand words jammed on a single slide. In the end I believe my risk proved to have good results as my presentation went very well. I could've put all the names of thousands of chemical weapons onto one slide but instead I told the class and taught the class about Chemical Warfare. This paid off in the end. Being able to take risks is very important as it shows that you are willing to try new things. Often times people chose not to take risks because they are afraid of the bad outcomes. Sometimes so afraid that they think the bad side outweighs the good sides when in reality its the opposite. If Galileo never took the risk to defend his findings, then we would today still be thinking that the suns and everything in the universe revolves around the earth. Risks are important even if there is a chance of failure. Yet if in Science there are no failures, only ways that don't work, then why not take the risk.

- 30/03/2010

Entry 12
Thinking Interdependently

Back in Lesson 6 when we were looking at Kinetics, we ended the lesson with a self-designed lab where the goal of the lab was to test one of the effects of kinetic theory. Our group chose to test the surface area of Marble in a reaction with Sulfuric Acid. Following the same steps as an older test, we revisited the eudiometer tube test as we felt that this was the easiet way to record the amount of gas was produced. We changed the reactants in the orginal test to the following formula: **Sulfuric Acid + Calcium Carbonate →  Calcium Suflate + Water + Carbon Dioxide **
 * H2SO4(l) + CaCO3(s) →  CaSO 4(aq) + H2O(l) + CO2(g) **

We changed the surface area of the Calcium Carbonate or more commonly known as marble, to find that as the surface area increases, so does the rate of reaction. The amount of Carbon Dioxide produced increases much quicker when we had smaller chips of Marble as opposed to the larger chips that took a much longer time to reach the conclusion of the reaction. During the test, when initiating the reaction, it is required to drop marble into a flask, then quickly following cap the flask to capture as much Carbon Dioxide as possible. Not only is this required for optimal results, but also starting the stop watch at exactly the correct time. The picture above shows clearly how it took two people to place the marble correctly into the flask. We were depending on everyone to do their job correctly. One person to start the stopwatch at the right times, another to ensure that all the marble is poured into the flask and nothing is left behind, with one last person needing to cap the flask as quickly as possible to ensure all Carbon Dioxide gas is captured and recorded.

Thinking interdependtly is a very important skill to have. Many times in life people will be required to work in groups to achieve success. Seeing that our lab went very successful and our results were as expected, this tells me that I can work fairly well in a group. The amount of responsibility given to each group member was fairly small compared to other group work, but through the smaller experiences I can work to be better at doing those smaller responsibilities and hopefully be able to do good when the time comes that I am required to do lab work that requires a much larger responsibility from each group member.

- 23/02/2010

Entry 11
Thinking about our thinking (metacognition)

After we learned the basis of kinetic energy and the factors that could contribute to the increase or decrease of the rate of reaction, we moved on to lesson two where we ran a lab test to measure the rate of reaction between magnesium and hydrochloric acid. The lab required us to use a 250cm cubed conical flask, a bung, a delivery tube, and a 50 cm cubed eudiometer tube. The intentions of this lab is for the reaction to occur inside the conical flask and gas will go through the delivery tube and into the eudiometer tube filled with water. The gas will collect itself at the top pushing the water down, giving us an accurate to how much gas there is. This lab was filled with many points where people could've gotten lazy and created false data. Unlike other people, our group stived for accuracy and precision that we made sure we were doing every step as correctly as possible. For example, we had to ensure that there was no air bubbles trapped in the eudiometer tube. Air bubbles look exactly the same as gas bubbles in this experiment so mixing them together would be a terrible idea. So we took an extra couple tries to ensure no air was allowed into the tube. Another area where people might have had trouble with was getting correct readings was when looking at the meniscus. Our teacher suggested that place a dark colored background behind the tube at the point where we were measuring. Rather than simply using this idea because the teacher told us it would be a good idea, we considered the thought and contemplated whether or not this would be the best way to gather the data. While the measuring lines along the tube were small and tight making it hard to see, it was not impossible to gather the data without the dark background. Another point that was thought about was that the gas was rising at a fast pace. So moving the card up and down may also be a hassle. Yet in the end, after considering all these points, we thought that getting the most accurate results was the priority. Therefore as presented in the picture, we decided that even with the extra hassle, it was worth the work for the most accurate results. The clear tube and the bending of light from the water made it too much of a risk to take the chance of recording the data without the card. Meta-cognition is a very important skill, especially for when living independently. At home, parents may tell you each step to doing household chores, and you unconsciously follow their directions without truly learning how to do it. In the classroom as well, if someone tells you the answer, you will never truly learn it yourself, and then during the test, you will not be able to do it. It is important to really learn the steps and not just go straight to the answer. - 10/02/2010

Entry 10
Thinking and communicating with clarity and precision

During our fuel tests, we had to turn in a report written on google docs. Wait, not written typed. How am I supposed to cleary communicate complicated equations typed? At first this scared me, I knew I was going to get points taken off for unclear answers. To start things off, I wrote all the equations down, made sure they were all correct, significant figures and everything. Then I thought to myself and wondered how will I be able to transfer this onto the computer. Orginally, I had only number equations. Varibles here and there representing the different unknowns. It was a terrible mess and even for me, I was confused when reading through my own work. After multiple tries to make it better, I knew the only way was to do it the hard way. Type everything out. I decided to go with typing everything to ensure that everything was clear and not misleading. Even the formula, I had written out instead of using variables in their place. Every step is clearly layed out and nothing is skipped. Each variable and the number are written out clearly in an organized fashion. Headings also helped to keep everything in orderly fashion.

I feel that this is an important habit of mind to point out because with the fast pace advancement of technology, almost everything including scientific information is transfered through email and videos. Many times, reports are also typed up for clarity and easier on the reader to view. The downfall of having everything typed up, is the clarity of the numbers as typing does not give the writer as much freedom as writing by hand does. Once the writter is able to master communicating through typing, not only is it faster, but easier as well. Saves scientists much more time as opposed to the old times where they had to mail their hand-written reports that not only took time but money. - 10/02/2010

Entry 9
Striving for Accuracy and Precision

Throughout the Energetics unit, we did a lot of labs that used the heat produced from reactions of chemicals and liquids. In lesson 4, we made a change and look at the heat content in food, more specifically, peanuts and rice crackers. The lab was rather complex, it included making our own stand for the food and our own umbrella to catch the debree of the burnt food. To ensure the best results possible, we want to be as consistent as possible and keep as many controlled variables as possible from becoming factoring variables. As you can see in the picture, the burning peanut is sitting on a thin needle with a long wooden handle. While everyone else went ahead and attempted to place the handle in the same place everytime under the bottle, I was not ready to allow my group to take that risk. Althought the test is not in a contained environment, and a loss of heat is inevitable, I wanted to strive for accuracy and get as good a result as possible. Instead of placing the handle straight on the stand, there was a hole in the stand that fit perfectly for the handle. To our surprise, not only did the needle stay up straight, but it also gave us a good distance between the fire and the soda can. Now that we have two variable controlled, the placement of the handle and the distance between the fire and the can, our results will be much more consistent and we have less room for error. - 10/02/2010

Entry 8
Creating, Imagining and Innovating

Above is a snippet of my groups google docs page that involves the labs that we created in order to compare the efficiency of Methanol fuel vs. Ethanol fuel. I also included part of the data collected because it shows the different path our group took to find the answer. While every other group decided to use time as an way to control the length's of the test, we chose to use temperature as a landmark. As you can see, each trial, we stopped the reaction when the temperature of the water has changed 20 degrees celcius. This lab not only falls under creating, imagining, and innovating, but I feel that this also falls under metacognition. When coming up with this plan, we thought about how can we make this test as simple as possible to calculate. The simpler the calculation can be, the lesser steps, the lesser chance that an error can happen. In our lab, by making the temperature all consitent, we made the answer obvious from the very beginning.

The formula used is: q = m C ΔT q = heat of the reaction m = mass of the substance C = specific heat capacity ΔT = The change in temperature

In our tests, all of these are constant. Each trial we used 100g of water, meaning that the mass and specific heat capacity remain the same. Since we also used 20 degrees in the change of temperature as a marker to stop a trial, that too is also constant. This means, that in both, the heat of the reaction produced is the same. The only possible factor that can change the two numbers are the number of moles of the fuels that were burned. Due to the fact that both fuels have the same heat produced during the reaction, the less moles, means the more efficient. In other words, for less of a substance we get the same heat.

Not only did this provide another new way to do the test, but it also gives a much more convincing answer. Mathematically, Logically, and Scientifically, it all makes sense. It eliminates another varying factor, eliminating yet another place where error can occur.

To view the whole report, click here.

- 10/02/2010

Entry 7
Thinking Flexibily

Throughout the energetics lesson, many of the lessons had us doing tests that related to heat energy. Lessons that required us to get hands-on and actually do the lab to see the results. Lesson 5 was called Coffee Cup calorimeters. A calorimeter is an instrument used to contain heat in order for us the researchers to find out the amount of heat energy involved in a chemical reaction. In this lab, we used Styrofoam coffee cups that were known to be a lot better insulators than metal. In order to get the most accurate answers, we need to contain as much heat as possible, thus we chose to use the styrofoam instead of metal. The reaction was between a magnesium ribbon dropped into hydrochloric acid, and the reaction was to produce heat that was collected using a thermometer probe in the form of temperature. At the time, we did not possess any hydrochloric acid, so instead, thinking flexibly we used sulfuric acid that had much the same characteristics as hydrochloric acid. Of course changing the chemical may create a larger percentage error with the accepted value given on the packet, but the difference will be so small that we in high school would not need to worry about. In the end, we still ended up getting a fairly big reaction and the desired results. This habit of mind shows that we are able to look at a problem given when a material is missing or faulty, we can think of ways to substitute it while making as little of a difference to the results as possible. This habit of mind also pushes us to continue through a problem even when facing problems. Pushes us to think of new ways to find the same results. The more ways to the same result, reinforces an answer and also proves the accuracy of the result. - 09/12/2009

Entry 6
Thinking and Communicating with Clarity and Precision

With the exams coming up, it is time to start getting ready for writing equations and writing the solutions out clearly. A lot of times, Science is not like math where the result is the most important. Many times, it is actually the step by step directions that prove to be the most critical. Especially when dealing with complex equations, numbers can become very messy and variables can become extremely important to make clear. Most recently we were put into groups of two and were given a mass problem to solve. Using symbols such as "n" for number of moles, and "M" for molar mass. This is how we clearly, and precisely took on this challenge. In 1938, the British Interplanetary Society suggested the use of sodium hydroxide, to remove carbon dioxide produced by the astronauts in their exhaled air from the cabin atmosphere during a expedition to the moon. The average human body discharges approximately 938g of carbon dioxide per day. Determine the mass of sodium hydroxide that must be carried on board to absorb all this carbon dioxide for a ten day voyage by one astronaut.
 * Our problem:**

At first this question even to Emily and I looked complicated and impossible to complete. In fact, as we took our time to solve it, turns out its like no other problem and not harder at all. We listed down the varibles and subjects of the problem step by step and solved the problem fairly easily.

This picture artifact was a picture of a peer review. We recieved multiple reviews and the final average result was 7.6 out of 8 possible points. This shows that both me and my partner have a good understanding of not onlt the concept of solving the problem but having the ability to present it and communicate it through without the need of us being there. Using something as simple as a poster, we can clearly show another fellow student how the equation works and have he or she understand the solution of the problem. This requires the skill of being able to communicate clearly and precisely, and given the score of 7.6, only a little more practiced will be needed for the exam. --07/12/2009

Entry 5
Thinking Flexibly

Following my last entry, I found that our water documentary had another Habit of Mind. In any film production, directors or editors all alike will face problems regarding the making of the video. Especially when the original ideas were all just ideas spat out. Many times, when thinking about those ideas and possibilities, we failed to stop and think if or if not these are real possibilities given the resources we had. In our video, we met up with a bunch of challenges, especially when it came to the editing. media type="custom" key="4917273" There are two significant areas that shows flexible thinking, areas where we had to go off the planbook to make possible for the video. The first was the questions and interviews we had originally for Mr. Knowles. Being the SAS facilities manager, he is very busy and our group found it very hard to lock down a specific time with him to sit down a do a good interview. Faced with time restrictions and many school trips, we found that our best option was to send an email of the questions, and have him answer in text. The video shows that too, as instead of having live footage, we were only able to put in a quote. Turns out, our ability to think flexible helped us out as I myself felt that the quotes would have provided a much more impact on the viewers than a live footage. The video already had the viewers listening a lot so another interview would only have bored them. The second area was the ending, with the quick successions of pictures that all had the goal of impacting the audience. As I had also mentioned in my last entry with finding humor, we used a piracy commercial as a base for our ending as well. It is said that the internet has everything, but I guess not. We were unable after spending close to an hour searching for a download of the music behind the commercial but our desperate hopes were crushed as it was only the video one after another. Instead of giving up though, we stuck with it and used a seperate recorder to take down the music ourselves. Clearly the quality is not the greatest as it is going from speaker to speaker. Yet the end result was not completely horrible. Along with the pictures, the impact came through and the static behind the music was not noticed too much, as we were able to use text and pictures to take the focus off the music. --29/11/2009

Entry 4
Finding Humor

My first impression when hearing about the water documentary assignment was that this was going to be a boring project where we follow guidlines and rules and all come up with if not similar then exact copies of each other. As we read down the instructions I was very excited and thankful to hear that the video was completely up to us, we could talk about anything we wanted as long as it relates to water and the current crisis it is in. Instantly ideas began to flow straight to my head. I couldn't stop, one after another I shared my ideas. Majority of them were comical and did not have much use in the video otherwise. Our group, decided that we would take these ideas, and add more knowledge and meaning into them. So that we would have a not only funny but serious and moving video, that can change people's minds. For example. when comparing the average use of water used during a simple and common wash of the hands, to the minimum amount required to fully cleanse the hands. By using poses, and movements, we were able to get some giggles and "ha"s from the audience while still maintaining a level of seriousness to convey the message. With this comical side of the video, we were able to keep the audience alive and intrested to be "wow"ed by how much water is saved when only using the minimum amount of water. media type="custom" key="4917273" The ending was another one of my favorite parts of the video that showed a great mix of both comedy and knowledge. Using the tune of a popular ad fighting agaisnt piracy, we were able to convey the same message. Instead of using examples of stealing, we used examples of what we could've used the wasted water for. In fact, I felt that the pictures we used such as the children dying of thirst had much more of an impact than the original. Upon hearing the tune, viewers are reminded and chuckled as they acknowledged the creativity of the idea of using such a video. Viewers will automatically relate to the other video and realize the message that is being sent, and recieve it with more of a clarity than if there had never been the original piracy video. Overall, I felt that our group did a great job in blending in the funny side of science at appropriate times and maintained the serious science side of things. The message was sent with more intrest and excitement to follow along and help save water. --12/10/2009

Entry 3
Applying Past Knowledge to New Stuations

Through this layered curriculam, I think that every now and then one of the tasks required at least one of the sixteen habits of mind. During the break while working on the Layered B section, one of the problems required me to use the VSEPR theory to deduce information regarding bonding. The first thing I thought to myself, well why don't I just search google. As I was typing in the letters, V...S...E...P..., I remembered that we had done this before, like as if I have seen these 5 letters somewhere. Of course, back in Layer A one questions required me to explain what this theory was and how it was used during investigations of element bondings. So instead of using google, I decided to use the information that I had, or past knowledge. I took my definition (picture below) and the angles and I came up with explainations and gave reasons to why the angles where correct. When writing my reasons, I thought of yet another task that I had already completeded in the past. This one was a video. A video that describe the three different types of repulsions in a compound or molecule. Now with this additional past knowledge, I was able to give an even more intellectual reason using the three repulsions as proof. Instead of giving each a simple explaination of "electrons repulse each other due to charge".
 * 2. Using VSEPR theory deduce with a reason the angle between the bonded atoms in water, ammonia, carbon dioxide and methane. (2 points)**

Link to Video: VSEPR Theory Video - []

Picture: Apologies for the miscomfort of reading sideways -- 17/09/2009

Entry 2
Responding with Wonderment and Awe

5 classes ago, when learning about Spectroscopy, Mrs. Jordan demonstrated a lab for us where she dipped wire into chemical fluids and lit them over something similar to a bunsen burner. Also known as the flame test. When the fire made contact with the liquid a reaction caused the fire to change into multiple beautiful colors varying depending on which chemical fluid was on the wire. I was amazed to see what a strong color could come out from just a little bit of chemicals. The entire flame had changed color, from red to green or red to blue. Unless of course if the reaction created a red color then it did not change. The idea that using just a small dap of chemical can change a fire's color dramatically is mindblowing. I was not satisfied as the colors were shortlived and were mostly shades of red so I took matters into my own hands as I wondered what other colors or shades of colors could be made from other chemicals. Thus, I went on to youtube and found a couple videos showing the same experiment with the colored flames. Below are a couple of the videos I searched for.

Flame Test Video: media type="youtube" key="9mjU3cX0w7E" height="344" width="425" This video not only showed multiple colors, it gave me a very clear explanation on what is happening to the flame at what time. The videos shows the fire burning at different stages with different chemicals. It also gave me different views on the fire, from the side and from an angle. Another reason I loved this video because of the way they took on this lab. The creators of this video should also deserve Habit of Mind awards as they were thinking very flexibly by using a beaker and brining the fire to the chemical instead of the other way around. The lengthy fire life also gave me a chance to just stare in wonder and awe and the awesome colors of the fires. - 03/09/2009

Entry 1
Thinking and Communicating with Clarity and Precision

Todays entry will be about how during our 1st lab after the class got bigger when as a group, our objective was to predict and then determine through tests, the density of water, ethanol, and oil. Throughtout the experiment I was not the frontman doing all the calculations or mixing due to the fact our group was too large for one station. It wasn't until the end of the experiment when we were to determine the reasons for the results we had collected and why our beginning predictions were wrong. The question was why was there less than 10ml of liquid in the beaker when original the solution was 5ml of water and 5ml of ethanol. My time to shine came as I thought and communicated my answer to the rest of the group clearly and precisely the reason for this. It was because as the molecules are mixing together, the two density merged into one and the distance between the molecules had averaged thus needing less space. So the original 10ml of liquid slowly became 9.6ml and my classmates were surprised. Being one who never usually has the answer before anyone else, this is an achievement towards my abilities to think and to answer at the highest of my ability. This is the picture diagram of my answer. W standing for water and E standing for ethanol. The mathematical equation is incorrect mathmatically, but scientifically, it is true. This was where the question was raised and at first the conclusion was that it was a human error but thinking about molecules and density, there may have been another explanation. As shown on the top left, becase the density of water is higher than that of ethanol, the water molecules will not just float at the surface, instead the molecules will take the empty space and squeeze in some more water molecules. Thus creating approximately a .4 Ml area where the two liquids overlap. Thus the reason that it is no longer 10 ML of liquid.