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Month: November 2019

Solution Fluency-Water Filter Challenge

In your group Define/Discover:

How can we filter the waste water from Edible Agriculture so that it can be released back into the Pitt River?

  • Are there chemicals in the water?
  • What is the Ph of the water?
  • How far does the water have to travel?
  • Are there e larger pieces of debris in the water?
  • Is the water coming off plant or live sock fields?
  • What pesticides or fertilizers might have been used?

 

The water was not clear. There was hair, conifer needles, wood and other debris visible in it. After siting for a couple of days, dirt had settled at the bottom. The water smelled like vinegar. There were no visible oils on the surface. The flame test came out orange and the ph was 5. (7 is neutral)

In your group Dream:

If we can thoroughly filter the water, we can prevent harm to the environment due to chemicals or other run off waste in the water.

 

In your group Design/Deliver:

We will use a plastic bottle as the frame, then layers of sand, carbon, filter paper, cotton and clothe to filter out the debris and the majority of the pollutants. As the water filters through the bottle, the debris becomes stuck un the filtration system, so that we are left with clear water. The plastic bottle is only a prototype. If we were actually using this as a filter, we would probably place the filtration systems into removable sections of a tank, using gravity to carry the water through the filter.

 

 

 

 

Materials:

  • Filter paper
  • Carbon
  • Sand
  • Cotton
  • Cheese cloth
  • Plastic bottle

Model:

 

In your group Debrief:

Our filter worked relatively well. The water came out clear, however the vinegar smell remained. This proved that there were still chemicals in the water. The ph. levels did not change, nor were we able to complete a second flame test.

If we were to do this challenge again, we would find a more accurate way to determine what chemicals were in the water as well as a way to better balance the Ph. Doing more than just the flame test could have helped us in our research as well. Our team work could have improved, as we did most of the tasks in pairs and didn’t always communicate our findings. Overall, we were able to complete this task and learned a lot about how to compromise on a solution.

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Notre Sentier par Félix Leclerc

Premiere essaye:

Deuxieme essaye:

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TOKTW2019

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Chemical Change Lab

Purpose:

How can we identify a substance created by a chemical reaction?

Procedure:

For this lab, we followed most of the instructions on the lab sheet provided. However, there were a few minor changes. Instead of 25ml we only used 10ml and we used Sodium Carbonate and Strontium Chloride instead of the original Calcium Chloride and Lithium Carbonate. These changes did not affect the lab process, but we used less chemical and chemicals that we had available.

 

After measuring out 10ml of both Sodium Carbonate and Strontium Chloride, we combined the in one beaker. When combined, the liquids that had previously been clear looked white as thou there was a fine power in it. We poured the new liquid through a piece of filter paper and into a clean beaker. The liquid was then clear, and a white powder had collected in the filter paper.

 

We already had samples of both the Sodium Carbonate and Strontium Chloride as powder, so we passed both three the flame of a Bunsen burner. The flame was approximately 3cm high, and a clear blue in colour. We got a sample of each powder onto our metal rod with a loop at the end, then passed tit trough the flame. The sodium burned a bright orange, while the strontium was more of a red or pink colour.We did the same test on our mystery powder as well. We discovered that it burned orange, there for was most likely Sodium.

Data & Observations:

Observations

  • Properties of reactant A (Sodium Carbonate) :Clear liquid, no colour, no odor, slightly denser than water, room temperature
  • Properties of reactant B (Strontium Chloride): Clear liquid, no colour, no odor, room temperature

 

Observations of changes

  • white, liquid, room temperature, mild indistinct odor
  • Separated into fine powder and clear liquid. Liquid matched both reactant A and B.

Flame test results

  • Reference ion 1 (Sodium): Burned a bright orange, White powder, fine, room temperature, solid, no distinct odor.
  • Reference ion 2 (strontium): Burned a red/pink, White powder, fine, room temperature, solid, no distinct odor.
  • Unknown solid (product of reaction): Burned a bright orange, White powder, fine, room temperature, solid, no distinct odor, slightly wet from separation from liquid.

 

Analysis:

There are two possible option for what the powder and liquid are. Mixing Sodium Carbonate and Strontium Chloride could have created either Strontium carbonate or sodium chloride. (SrCO3 or NaCl)

 

Conclusion:

The flame test showed that the mystery powder burned white, like sodium therefor the powder must be sodium as well. Form this, we can decide that the Mystery liquid and powder (Which we obtained by mixing Sodium Carbonate and Strontium Chloride), was Sodium chloride. Had the powder been strontium, it would have burned red. This method of identification is not always exact, but it can give a good idea of the contents of a compound.

Please click on this to see the Photos. Sorry, I was unable to insert them directly into my post.

Exponents Post Self Reflection

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Les Reportages de la Revolution Self Reflection

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Everything I Know About Exponents

1)Represent repeated multiplication with exponents

34=3x3x3x3 Three to the fourth power is the same as saying three times three times three times three because when there is a small number above and to the right, it means the base, (in this case 3) times itself four times.

3)Demonstrate the difference between two given powers in which the exponent and the base are interchanged by using repeated multiplication, such as and .

There is a difference between powers in which the exponent and base are the same because a power is not base times exponents, rather base times base continued for the amount of the exponent. Therefore 23=2x2x2=8 but 32=3×3=9.

5)Explain the role of parentheses in powers by evaluating a given set of powers such as (-2)4, (-24) and -24

For this question, -2 is the base and 4 is the power since -2 is in the brackets but 4 is not. It would be written as (-2)4=-2x-2x-2x-2=16. 16 is positive because there are four negative symbols in the expression. For this question, (-24) means the same thing as -24 as the base and exponent are not separate by the brackets. (-24) =-24=-1x2x2x2x2=-16. In this case -16 is negative because we treat the negative symbol as a coefficient of -1 and the base (2) as positive.

 

7)Explain the exponent laws for raising a product and quotient to an exponent.

Product law: Keep the base, add the exponents, multiply the coefficients.

Quotient law: keep the base, subtract the exponents, divide the coefficient.

                            

9)Use patterns to show that a power with an exponent of zero is equal to one.

 

11)Use patterns to explain the negative exponent law.

 When a number has a negative exponent, you must reciprocal the base. This way, the exponent becomes positive.

13)I can identify the error in a simplification of an expression involving powers.

 

 

 

 

15)Determine the sum and difference of two powers.

There are no rules for adding and subtracting exponents, therefore you follow BEDMAS, and do all the exponents first.

 

17)Use powers to solve problems (measurement problems)

Any measurement problem can be written as a power.

19)Applying the order of operations on expressions with powers involving negative exponents and variable bases.

 

 

The link to my partners blog: https://myriverside.sd43.bc.ca/anitas2019/2019/11/11/everything-i-know-about-exponents/

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