Experiment#1
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Ji Min Kim and partners Megan and Kelsey conducted an experiment on September 29th, 2010 to determine how the amount of water affects its cooling rate. They hypothesized that less water would cool faster than more water. Variables like room temperature and equipment were kept constant while water amounts of 100ml, 150ml, and 200ml were tested. Results showed less water cooled faster over 10 minutes as expected. The group needs improvement in following instructions carefully and contributing equally to the work.
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This experiment tested how the size of a container's mouth affects the cooling rate of water. The hypothesis was that a wider container mouth would allow for faster cooling as more water is exposed to air. Water samples were heated to 90°C then cooled in containers with small, medium, and large mouths. Temperature was recorded every minute, showing the large mouth cooled fastest at 3.67°C per minute, while the small cooled slowest at 2.5°C. However, inconsistent results for the large container made the data unreliable. Improved methodology and more accurate temperature readings are needed for future experiments.
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2) They found that water starting at 60 degrees Celsius cooled down the most, reaching closer to the freezing point faster than the warmer waters due to the slower proton movement in cooler water.
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1. The temperature was measured every minute using a Raspberry Pi. It was expected to decrease exponentially over time.
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3. A graph of the temperature data over time showed an initial spike then a gradual exponential decrease, leveling off near room temperature.
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Final evaluation
- The document discusses a moving toy project made by Ji Min Kim for a design technology class. The toy is a penguin that moves when pulled.
- Ji Min is happy with how the project turned out overall and thinks the materials used worked well. The main materials were pine wood, paint, screws and plastic eyes.
- Kindergarten students enjoyed playing with the toy, particularly two girls who played with it for an entire class period.
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Third Culture Kids, or TCKs, are children who spend part of their developmental years living in a foreign culture due to their parents' jobs. TCKs have experiences living in multiple cultures but may not fully identify with any single culture. They speak multiple languages and have a broader worldview than those who only live in one culture. However, TCKs also face disadvantages like feeling disconnected from their home culture and experiencing loneliness from moving frequently. The author interviews other TCKs who agree the lifestyle provides cultural understanding but also causes difficulties maintaining long-distance friendships.
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This document discusses third culture kids (TCKs), who are defined as children who spend some of their formative years living in a foreign country due to their parents' jobs. The key points made are:
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2) Benefits of being a TCK include becoming multilingual and gaining an understanding of different cultures, but drawbacks can include feelings of loneliness and not fitting in.
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Learner style
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We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
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Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
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Experiment#1
- 1. Name: Ji Min Kim Partners: Megan, Kelsey Date of experiment: September 29th 2010 Factors that affecting the cooling rate of water Aim: The amount of water that we need, to let the water cool down in the fastest way Hypothesis: 1) If the amount of water decreases then the time for cooling the water will be faster. 2) If the amount of water increases then it will take long time to cool down. Variables: Input variable: Amount of water (change as 100ml, 150ml, 200ml) Output variable: Time for water to cool down Control variables: Control variable 1: I will keep it constant by same room temperature Control variable 2: I will keep it constant by the same fire flame. Control variable 3: I will keep it constant by measuring the start temperature. Control variable 4: I will keep it constant by having same beaker. Such as the area, volume… Control variable 5: I will keep it constant by using same thermometer. Control variable 6: I will keep it constant by length of the time we measure the temperature (10 minutes) Materials: - 250ml beaker (3) - Bunsen Burner - Stopwatch - Retort stand (1) - Measuring Cylinder - Heatproof mat - Lighter - Long arm clamps
- 2. - Thermometer - Boss head - Tripod Method: 1. Set up equipment as shown in Diagram 2. Turn the flame on 3. Put 100g water on the ‘gauze mat’ 4. Heat until the temperature reaches to 60 Celsius 5. After it went to 60 Celsius, time 10 minutes and record degrees for 1 minute. 6. Do same thing as 100ml, 150ml, 200ml… Results: Table Time 100ml 150ml 200ml 1 58 59 58.5 2 57 57 57.5 3 55 56 56.5 4 54 55 55.5 5 53 54 54.5 6 52 53 54 7 51 52 53 8 50 51 52 9 48 50 51.5 10 47 49 51 Gragph
- 3. Conclusion: There is a pattern in our experiment. As I said in hypothesis if the water increases then it will take long time to cool the water down. I guess it is hard to see with that graph, technically I didn’t know how to make less distance of temperature. So do as Ms. Jenna. + I want to comment on my group. Our group did the experiment last, because I guess I was the one that working for the drafting the experiment. Well Megan did some parts too. However, Megan and Kelsey were talking to each other and I guess they were talking about not related to science. Plus when it was the time for preparing the equipment and set up for the experiment, I guess I did all things. Like setting up, Megan was just stand next to me and Kelsey, she even didn’t know how to sep up the equipment. So I hope that next time, Ms. Jenna will choose the groups. Evaluation: Our group did the exact same steps as what I wrote in the “Method” and it gives me this data. However, our group need to improve, because we didn’t measure the first 0 degree. Also in that time when we were doing the experiment, actually our group didn’t know how to start it. First I asked Ms. Jenna to open the Bunsen burner. Opening the Bunsen burner was quiet hard. I always keep thinking about I will get hurt. However, I opened the Bunsen burner. I got surprised at first, but it was okay. Back to the topic, I guess our group needs to improve by following the instruction carefully. (We got wrong several times). Also I hope that I can make a graph really well on the computer. This experiment gave me how to open the Bunsen burner, however I will remember this experiment as part of a bad memory. It was hard for me to do almost all things. I am happy that this experiment end quickly.