This was very interesting. A lot of the materials in the process weren't described, so I didn't really know what I was doing, but I did understand how the bonds work. I have a few questions about this: First, in all of the chemical reactions that happen during this activity, there obviously is chemical potential energy (like we are learning about in class). However, what would describe the energy being released while the reaction is happening? Second, in certain instances, when you added things to neutralize the pH, in some cases you added the same thing more times than others. Is this because the acid or base is more or less acidic or basic, or just a flaw in the programing? However, while doing this, I wasn't exactly sure if this was meant for kids like us or college students.
Ben, on the game I think it said for tenth to twelfth graders. I, like Ben, didn't think they had a good description of a lot of the materials used in the experiments.
I agree with Ben and Ethan that they didn't explain the materials very well but I think they explained the procedure really well. I got the right atom thing right off the bat because the first one didn't look balanced with one side bigger than the other and that they probably put it there to trick us. The second one didn't look right either because it looked like it would split apart if anything hit it. The third one, though, seemed like it would stay together and it was very stable. Also, have they already made this and put it into use? If they had then I think they might severely reduce the amount of deaths caused by cancer.
I thought that this was very interesting! There were several names of the particles that were hard to remember, but they are used in the lab, so I'm glad that they did not use terms that are not actually used in the lab. I thought it was fascinating how they went to such extent to insure the cleanliness of the lab. I thought it was kind of unprofessional and irresponsible how they had the random rainbow pictures come up on the black screen when we were supposed to be measuring the magnetic and florescent qualities. I don't know, I guess that it did add some humor to the ordeal, but I still think it was kind of unnecessary.
This is a very fun and informative game. I liked this because they teach you more difficult words with easy definitions. It's cool how just a small particles can contaminate the experiment. It's interesting that these experiments on such small particles take a long time. It is also cool how they filter to get nanoparticles. Who knows, maybe one day we can rely on nanoparticles to solve all of our problems.
I liked this game a lot. I think for parts of it the descriptions and definitions of words were okay and sometimes they were confusing. I do agree with Gillian that they did explain the engineering and procedure very well. It was very cool to learn about all the steps and how they cleanse the lab before doing anything. The pictures that popped up were sort of weird and it made me wonder why they would do something like that. This game seemed a little too old for kids our age but in all, it was fine.
This game was very interesting. I was disappointed,, however. I really wanted for them to go more in detail with some of the tools. That would teach me more on this. I like how the explained the procedure in a detailed and non-confusing way though. Even though I have known this for years, I still find it interesting to how serious and what extent they will go to to keep the lab clean!
In that picture of the doctor operating the machine to look at the patient's brain tumor, I feel as though he should definitely not be smiling! I'm glad there are surgeons out there, because I would not want to have to remove a tumor and suck up tissue out of someone's head! The fluorescent nano-particles used to see the tumor are a great idea. I think it's silly that something needs to be magnetic to be seen in the MRI. Why is a clean room jumpsuit also called a bunny suit? I never knew iron oxide is also called magnatite. Thanks for the article, Emory!
I thought that this was one of the best and most challenging (in general, not with all the clicking) blog posts that we have had in quite a while. I was a little surprised when they were measuring the data for Particle 3, there was plaid on one side and a swirly, tie-dye look on the other. When the real test results showed up, I saw that the only one that was magnetic was the 2 particles enveloped in a matrix. I, like Ben and Ethan, thought they could have been more descriptive with what they were telling us. Because, what would you say if some asked you, "Please put the TOP in the black screen for me, okay?" You would probably put a top from a flask or something like that and put it on the black screen. Also, I don't think Iron (Fe) is very magnetic. Please correct me if I am wrong.
I thought that this was one of the best and most challenging (in general, not with all the clicking) blog posts that we have had in quite a while. I was a little surprised when they were measuring the data for Particle 3, there was plaid on one side and a swirly, tie-dye look on the other. When the real test results showed up, I saw that the only one that was magnetic was the 2 particles enveloped in a matrix. I, like Ben and Ethan, thought they could have been more descriptive with what they were telling us. Because, what would you say if some asked you, "Please put the TOP in the black screen for me, okay?" You would probably put a top from a flask or something like that and put it on the black screen. Also, I don't think Iron (Fe) is very magnetic. Please correct me if I am wrong.
12 comments:
This was very interesting. A lot of the materials in the process weren't described, so I didn't really know what I was doing, but I did understand how the bonds work. I have a few questions about this: First, in all of the chemical reactions that happen during this activity, there obviously is chemical potential energy (like we are learning about in class). However, what would describe the energy being released while the reaction is happening? Second, in certain instances, when you added things to neutralize the pH, in some cases you added the same thing more times than others. Is this because the acid or base is more or less acidic or basic, or just a flaw in the programing? However, while doing this, I wasn't exactly sure if this was meant for kids like us or college students.
Ben, on the game I think it said for tenth to twelfth graders. I, like Ben, didn't think they had a good description of a lot of the materials used in the experiments.
I agree with Ben and Ethan that they didn't explain the materials very well but I think they explained the procedure really well. I got the right atom thing right off the bat because the first one didn't look balanced with one side bigger than the other and that they probably put it there to trick us. The second one didn't look right either because it looked like it would split apart if anything hit it. The third one, though, seemed like it would stay together and it was very stable. Also, have they already made this and put it into use? If they had then I think they might severely reduce the amount of deaths caused by cancer.
I thought that this was very interesting! There were several names of the particles that were hard to remember, but they are used in the lab, so I'm glad that they did not use terms that are not actually used in the lab. I thought it was fascinating how they went to such extent to insure the cleanliness of the lab. I thought it was kind of unprofessional and irresponsible how they had the random rainbow pictures come up on the black screen when we were supposed to be measuring the magnetic and florescent qualities. I don't know, I guess that it did add some humor to the ordeal, but I still think it was kind of unnecessary.
This is a very fun and informative game. I liked this because they teach you more difficult words with easy definitions. It's cool how just a small particles can contaminate the experiment. It's interesting that these experiments on such small particles take a long time. It is also cool how they filter to get nanoparticles. Who knows, maybe one day we can rely on nanoparticles to solve all of our problems.
I liked this game a lot. I think for parts of it the descriptions and definitions of words were okay and sometimes they were confusing. I do agree with Gillian that they did explain the engineering and procedure very well. It was very cool to learn about all the steps and how they cleanse the lab before doing anything. The pictures that popped up were sort of weird and it made me wonder why they would do something like that. This game seemed a little too old for kids our age but in all, it was fine.
This game was very interesting. I was disappointed,, however. I really wanted for them to go more in detail with some of the tools. That would teach me more on this. I like how the explained the procedure in a detailed and non-confusing way though. Even though I have known this for years, I still find it interesting to how serious and what extent they will go to to keep the lab clean!
This was very interesting, I can't believe that the 'black screen' could measure when something was florescent.
In that picture of the doctor operating the machine to look at the patient's brain tumor, I feel as though he should definitely not be smiling! I'm glad there are surgeons out there, because I would not want to have to remove a tumor and suck up tissue out of someone's head! The fluorescent nano-particles used to see the tumor are a great idea. I think it's silly that something needs to be magnetic to be seen in the MRI. Why is a clean room jumpsuit also called a bunny suit? I never knew iron oxide is also called magnatite. Thanks for the article, Emory!
I thought that this was one of the best and most challenging (in general, not with all the clicking) blog posts that we have had in quite a while. I was a little surprised when they were measuring the data for Particle 3, there was plaid on one side and a swirly, tie-dye look on the other. When the real test results showed up, I saw that the only one that was magnetic was the 2 particles enveloped in a matrix. I, like Ben and Ethan, thought they could have been more descriptive with what they were telling us. Because, what would you say if some asked you, "Please put the TOP in the black screen for me, okay?" You would probably put a top from a flask or something like that and put it on the black screen. Also, I don't think Iron (Fe) is very magnetic. Please correct me if I am wrong.
I thought that this was one of the best and most challenging (in general, not with all the clicking) blog posts that we have had in quite a while. I was a little surprised when they were measuring the data for Particle 3, there was plaid on one side and a swirly, tie-dye look on the other. When the real test results showed up, I saw that the only one that was magnetic was the 2 particles enveloped in a matrix. I, like Ben and Ethan, thought they could have been more descriptive with what they were telling us. Because, what would you say if some asked you, "Please put the TOP in the black screen for me, okay?" You would probably put a top from a flask or something like that and put it on the black screen. Also, I don't think Iron (Fe) is very magnetic. Please correct me if I am wrong.
Also, I did not mean to post that comment 2 times.
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