Question

Please Help,

Ok, so will post everything below, but I only need to know what parts of it use the law of conservation of matter, and the law of conservation of energy. I'll write everything out if you can help me identify the parts. :)

Answer 1

Write an analysis that includes details on how the Law of Conservation of Matter and the Law of Conservation of Energy are supported by the experimental demonstrations. The analysis should be at least two paragraphs long.


https://ando3043-ecademy-fps.gradpoint.com/Resource/167923,DC6,0,0,60/Assets/Earth_Space_Science_v12_GS/beginningscience/bs_06c_d.htm

https://ando3043-ecademy-fps.gradpoint.com/Resource/167923,DC6,0,0,60/Assets/Earth_Space_Science_v12_GS/beginningscience/bs_06c_e.htm

https://ando3043-ecademy-fps.gradpoint.com/Resource/167923,DC6,0,0,60/Assets/Earth_Space_Science_v12_GS/beginningscience/bs_06c_f.htm

The links should work, if not I'll post text versions. :)

Answer 2

the links don't work for me

Answer 3

Ok, give me a sec. :)

Answer 4

Heres video 1:

Part 1:

Two people are shown talking about how much they like iced tea. Person 1 argues that iced tea is better at room temperature (i.e., 20℃). Person 2 argues that iced tea is better at 0℃. To settle their argument, they decide to reduce the temperature of a pitcher of iced tea from 20℃ to 0℃ and compare the taste at both temperatures.
The video pauses here to allow students to hypothesize what will happen as the temperature of the iced tea is reduced from 20℃ to 0℃.
Part 2:

The people place a thermometer inside a pitcher of iced tea and then place the pitcher inside a freezer. When the pitcher first goes into the freezer, the thermometer reads −20℃.
Gradually, show the thermometer’s red line (or the number, if it’s a digital thermometer) dropping from 20℃ to 0℃.
When the thermometer reads 0℃, the people should remove the pitcher from the freezer. One person should attempt to remove the thermometer, only to find that the iced tea has frozen and the thermometer is stuck.

Answer 5

Video 2:

Part 1:

A chef is shown stirring salt and other seasonings into a pot of soup that is resting on a stove burner. The chef tastes the soup and proclaims it good. The chef then turns up the stove burner and leaves.
The video pauses here to allow students to hypothesize what will happen to the soup as it heats up on the burner.
Part 2

The soup in the pot gradually begins to boil; we can see steam rising from the soup.
After the soup has boiled for a while, the chef returns to the pot and tastes the soup. She or he makes a face and proclaims the soup too salty. She or he wonders what has happened.
The video pauses here to allow students to hypothesize why the soup has become too salty as it boiled, and also to predict how the chef could make the soup taste good again.
Part 3:

The chef measures the soup’s volume and discovers that there is 4.5 liters of soup in the pot. Rereading the recipe, the chef finds that to make the soup, she or he used five liters of water. Therefore, she or he concludes that as the soup boiled on the stove, 500 mL of water evaporated into steam.
The chef concludes that if s/he adds 500 mL of water to the soup, she or he will restore the original balance of water to seasoning, and the flavor will improve.

Answer 6

Video 3:

Part 1:

A fire at a campsite is shown at night with people sitting on logs around the fire. One person comments that the front of her body feels very warm. Another person comments that the back of his body feels very cold. A third person sitting on the ground near the fire comments that he is getting bitten by lots of bugs. A fourth person standing behind the logs comments that she is not getting bitten by any bugs.
The video pauses here to allow students to hypothesize why the person’s front is warm but the other person’s back is cold. Students should also hypothesize why bugs are flying near the fire but not far from the fire.
Part 2:

Show the radiation from the fire as heat waves moving from the burning wood outward. The heat waves strike the people’s fronts but not their backs. The person who commented that his back feels cold turns around so that the heat waves now strike his back. After a few moments, he comments that his back is now warm and his front is now cold.
As the waves move away from the fire, they become more spread out and less intense. (To show intensity, overlay colors—red is directly over the fire, orange is from the fire midway to the logs, yellow is from the midway point to the logs, and no color is beyond the logs. Many bugs are flying in the orange area, a few are flying in the yellow area, and none are flying beyond the logs.

Answer 7

ok, ive read all three videos, i just don't understand what im supposed to do?

Answer 8

Can you help me identify the parts of it that use the law of conservation of matter, and the law of conservation of energy? :)

Answer 9

ok, i see in video two the law of conservation of energy, when the soup is boiled, steam rises, this steam is the liquid, the water in the soup transformed into a gas. It went from a liquid to a gas. So this gas is energy leaving the soup in a different state.
Then the chef tastes the soup, and it tastes very salty. Since the water evaporated, it made the water that was left saltier because the salt doesn't evaporate. So he now wonders how he can make the soup good again. This again is part of a conservation of energy because the energy can be restored by adding more water, restoring the energy.

Answer 10

The first video is the law of conservation of energy, and the third conservation of energy

Answer 11

Omg, thank you sooo much!!! You have no idea how much you helped me!!!1 =D

Answer 12

no problemo::)))

Answer 13

sorry i took so long, i was a bit confused at first

Answer 14

Haha its fine! I was confused too, thats why I posted it on here :P

Answer 15

thanks and good luck:)

Answer 16

Thanks! :)