Activity Eight: Exploration of Chemistry

Choose any Teaching Idea from any of the Chemistry Simulations (http://phet.colorado.edu/en/simulations/category/chemistry ) and post your results/data and/or answers on your blog.

Balancing Chemical Equations

1.  Use the simulation to adjust the coefficients and balance the following equation.  Select the balance scales and bar charts to help.  Fill in the proper coefficients when you are successful (yellow smiley face).

_1_N₂ +_3_ H₂ à _2_ NH₃

 

 

2.  Draw or take a screen shot of the particle view of the balanced equation as shown in the simulation.

 

 

3.  Describe the purpose of the balance scales and bar charts in the simulation.

                The purpose of the balance scales and chart in this simulation was to not only have the students do the activity, but once they have found the balance between the chemicals, they can see how much Hydrogen, oxygen that is going into the chemical they just created.  Its gives a visual experience to the student, helps them see what is taking place. Gives the student a much better learning experience.

4.  In order for a chemical equation to be properly balanced, what must be true?

For all chemical equations to be properly balanced, there has to be an equal number on each side of the scale. Equal parts.

 

5.  Balance the other two examples.

               

Separate of water

               

_2_ H₂O à _2_ H₂ + _1_ O₂

Combust of methane

_1_ CH₄ + _2_ O₂ à _1_ CO₂ + _2_ H₂O

 

 

6.  The number placed in front of a formula is called a coefficient.  The small number within a chemical formula is called a subscript.  Why do we adjust coefficients when balancing chemical equations and not subscripts?

You cannot change the number of atoms, only the number of molecules. If you change atoms you change the whole chemical structure and then ultimately the chemical. That can not take place, that would ruin the whole experiment.  Therefore causing data to be completely wrong.

 

 

 

 

Record your score for each of the levels in the balancing game:

                                Score

Level 1                                  7/ 10

Level 2                                  9/10

Level 3                                  10/ 10

 

 

 

 

 

Work with any of the Chemistry Simulations to create your own Teaching Idea. The criteria for this is as follows:

a. must identify and meet three (3) science education standards

b. must be original work

c. must be scientifically accurate and appropriate for the directed grade level.

 

 

I am going to school to be an early childhood educator, teaching anywhere from 4K to first grade.  Therefore I would like to direct my lesson towards the younger children, and of course making it interesting and fun for them.  My idea would be to teach the children about static, and how it takes place.  Also more importantly, have the children experience this first hand.

 

 

 

 

 

>Starting off I would have the children break into groups, and decide what they think static is and how it works (what you can do to see static).  The questions have to be simple because I am directing them towards very young children.  This is the reason why I am separating them into groups, so they can get many different ideas and put them together.

 

>Next I would have the students share their answers, and then give my guess as to what I think static is.  Then prompt the children that they are going to get to create some static themselves.

 

>I would have the children each pick a partner and rub the balloon they have been given on their friends head, until they see the static.  Then to repeat the experiment with the other person.  When the children are all done with this, I will then have them share what they saw with the rest of the friends, and say how they think this took place.

 

>In the end I will tell them how the static takes place, and all the different objects that can cause this to happen.  In the end, just making these young children interested in this topic is going to be a win.  They will of course learn more later on in their education, but this will be a great start.

 

 

Three Scientific Education Standards:

 

-C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults

-A.4.1 When conducting science investigations ask and answer questions that will help decide the general areas of science being addressed.

-C.4.7 Support their conclusions with logical arguments

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity Seven: Acids and Bases

Complete the Teaching Idea “Concept Questions for Chemistry using PhET”  posted by Trish Loeblein on the pH Scale simulation at PHET (http://phet.colorado.edu/en/simulation/ph-scale). On your blog post the answers with your scientific explanations from the “Clicker Questions pH Scale” posted by Trish.

1. The color of a solution identifies if it is an acid, base, or neutral solution.

B. False.  The color of the solution does not always determine if it's an acid or a base.  When I changed the amount of acid to base ration on the PH scale test, the color stayed the same. Therefore securing the idea that the color of the solution does not determine if it is an acid, base, or neutral solution.

2. Which solution is basic?

D. More than one of the pictures are a basic solution.  The pH is greater than 7

in more than one solution so the solutions are basic.

3. Which solution is acidic?

C.  The color red is acid. The hydrogen is much higher therefore being acidic.

4. Which solution is basic?

B.  The lower concentration of hydrogen just confirms this. Also it can not

be answer A because it is showing equal amount of acid to base.

5. Which solution is acidic?

D.  Option A is showing molecules of coffee. Option B is showing soda,

and C is showing 13.  Everyone knows that coffee and soda have a lot of acid in them.

6. How will adding water affect the pH?

A. Increases the PH. 

7. How will equal amount of water effect the pH?

B.  The pH decreases when water is added, causing the pH to go down.

8. What is the order from most acidic to most basic?

           A. A, B, C.

9. What is the order from most acidic to most basic?

           C. B, A, C.

10. If spit has a pH = 7.4, what does that tell you about the water equilibrium?

          A-Something was added that made the equilibrium shift left.

 

 

 

Complete the Teaching Idea “Intro to Strong and Weak Acids and Bases” posted by Chris Bires on the Acid-Base Solutions simulation (http://phet.colorado.edu/en/simulation/acid-base-solutions) and post on your blog your data and answers to the questions posed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity Six: States of Matter and Intermolecular Forces

1. Convert 0°F, 32°F, 70°F, and 212°F to Kelvin

Fahrenheit	Kelvin
0 degrees	255.37 degrees
32 degrees	273.15 degrees
70 degrees	294.26 degrees
212 degrees	373.15 degrees

2. Complete the Teaching Idea: States of Matter Simulation Lab by Kelly Vaughan. Complete the lab worksheet as if you were a student, and then post this on your blog. You can scan it or just take a picture of it.

 

 

3. In the States of Matter simulation, choose the Solid, Liquid, and Gas Tab at the top of the screen. Choose the water molecule and cool the water to 0 K. Describe how the water molecules are aligned and attracted to each other. Which atoms are attracted to which other atoms?

Instead of being in a neat order, tightly packed together, water had a lot of space in between the molecules. The molecules did not move around freely. Even when a solid, there was still space in between the molecules. The oxygen atoms were attracted to the hydrogen atoms.

4. Switch to the Phase Changes Tab on the States of Matter simulation. Notice how on the bottom right there is a small red dot that indicates where the system is at as far as temperature, pressure and state of matter. Play with the simulation to notice changes, notice that when you push down the pressure can go way up and explode the box. On your blog, report a temperature and pressure required to make oxygen a liquid. This is sometimes how the oxygen exists in pressurized oxygen tanks, perhaps like ones you may use to go diving.

Oxygen became a liquid at 65 K, and ATM was generally at .25

5. List and describe at least two Science Standards that this activity addresses.

D.4.3. Understand that substances can exist in different states-solid, liquid, gas

C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers.

Activity Five: Density

Run the Build an Atom simulation http://phet.colorado.edu/en/simulation/build-an-atom and build a neutral lithium atom and a neutral boron atom. Take a picture, or a screen shot, of these two atoms and place them on your blog. List the number of protons, neutrons and electrons for each. Also look up and post the density for each of the elements on your blog.

 

 Neutral Lithium

 # of Protons: 5

 # of Neutrons: 4

 # of Electrons: 5

 Density of Lithium: 0.512 g·cm⁻³

 

 

 

 Neutral Boron

# of Protons: 3

# of Neutrons: 4

# of Electrons: 3

Density of Lithium: 2.08 g·cm⁻³

 

 

Define density and the equation for density and post on your blog.

-The state or quality of being dense; compactness; closely set or crowded condition.
Density may refer to how closely "packed" or "crowded" the material appears to be. 
Density is defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume.

The formula for density is

 

Run the Density simulation http://phet.colorado.edu/en/simulation/density and complete one(your choice) of the prepared Teaching Ideas and post your results on your blog. The activity you choose should be one of the student intended activities

Density Phet assignment

Follow this link to find the density simulation on the Phet website: http://phet.colorado.edu/sims/density-and-buoyancy/density_en.html

A. When you see the wooden block, grab it with your mouse and put it in the water. Note that you can manipulate the block by pushing them underwater

Wooden block:

Mass= _2.0 kg_ Volume = _5.0 L Density:_0.40 kg/L

How much of the block is under the water? _Slightly less than half

Manipulate blocks , use different materials, in the custom setting to find out the following

1. Is there a relationship between the volume of water displaced and the total volume of the block that has anything to do with density? If so, what is it? _I noticed that the more any object is underneath the water, the more the water rises.
   
   
2. When objects float , they displace an amount of water equal to their: _Mass
   
   
3. When objects sink, they displace an amount of water equal to their: _Volume
   
   
4. What is the density of water?_102.00 L__
   
   
5. How do you think this activity would change if the objects were placed in a denser liquid like Mercury? _I believe that the density of the liquid would not fluctuate as much. Where as now in the experiment, the water when submersed with any type of object changes so much. 

Complete the Mystery Blocks activity on the Density simulation. Post on your blog the data you collected (mass, volume, and density) and the identification of the material and the known density.

Blocks.	Mass (kg).	Volume (L).	Density (kg/L).	Material.	Known density.
A.	65.14 kg.	3.38 L.	19.27 kg/L.	Gold.	19.3 kg/L.
B.	0.64 kg.	0.64 L.	1.00 kg/L.	Water.	1.00 kg/L.
C.	4.08 kg.	4.08 L.	1.00 kg/L.	Water.	1.00 kg/L.
D.	3.10 kg.	3.10 L.	1.00 kg/L.	Water.	1.00 kg/L.
E.	3.53 kg.	1.00 L.	3.53 kg/L.	Diamond.	3.53 kg/L.

Identify and post on your blog the Science Standards that could be met through these activities completed in Activity 5

D.4.2 Group and/or classify objects and substances based on the properties of earth materials

 

C.4.3 Use science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

 

C.4.3 Use science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

 

C.4.8 Ask additional questions that might help focus or further an investigation

 

 

 

 

 

 

 

Activity Four: Exploration of Science Education

Choose a sub-standard under each of the Standards A thru H and describe something that you have done either in this class or outside of this class, perhaps in previous classes, that indicated that you have met the sub-standard.

Science, Standard A: Science Connections Performance Standards- Grade 4

A. 4. 3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations
>I feel like in any science related classroom for as long as I can remember I have had to represent this quality.  Deciding what data is important and what is going to be the most helpful in determining the explanations, is something that any person is going to do while conducting an experiment.  For example, in the first activity for this chemistry class, I had to decide what data to record and what was more useful in proving my hypothesis wrong.  Also this comes in great handy when you are creating your own experiment, where you don't have certain requirement as to what data you have to record.  Every experiment is going to be unique and different is what I have learned through my education.

Science, Standard B: Nature of Science Performance Standards- Grade 4

B. 4. 1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations
>As a student, right from the beginning of the schooling years, we are taught to utilize our sources.  We are taught to seek help and guidance from our elders, and also the computer.  Times have changed however, and sadly nowadays research is done mostly on the computer.  I can remember in middle school having requirements that we couldn't even use the computer for a research assignment or experiment, and now that's the first go to method.  Gaining outside knowledge from others is information that is priceless, and the most valuable to an experiment or assignment.

Science, Standard C: Science Inquiry Performance Standards- Grade 4

C. 4. 7 Support their conclusions with logical arguments
>This reminds me a lot of the conclusion part of an experiment, and more specific the first activity that we had to do for this class. Your conclusion is nothing without the support of logical arguments, that is what makes it stronger.  That is what can make or break a conclusion, without the support to back up your conclusion people are most likely not going to believe it.  The more factual information you have, such as quotes, the better you are going to look.  Another easy way to fail with a conclusion is to use bias information, that is going to steer the readers away.  In the end, remembering that your conclusion is very important is going to make things go much smoother.

Science, Standard D: Physical Science Performance Standards- Grade 4

D. 4. 3 Understand that substances can exist in different states- solid, liquid, gas
>Everyone knows that there are three different states that matter can exist, I have known this for as long as I can remember.  When doing an experiment however, it is important to mention this, acknowledging that you understand. Also these three different states of matter can play a role in how the experiment is conducted, or how it can effect the outcome.  Taking in all different options or situations that can take place is going to help you better conduct the experiment.

Science, Standard E: Earth and Space Science Performance Standards- Grade 4

E. 4. 4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of  those objects over time
>This is an example of a learning process that has taken place way back in my times of education.  When I help out with the kindergarteners at my school, they can easily name the most important objects in the sky.  Its a remarkable sight to see that children as young as five years old, can easily identify the objects in the sky, it is a normal part of life.  Children of five years old however may not be able to identify the changes in patterns that take place in celestial objects.  The patterns that take place in celestial objects over time is something that is learned later on in a child's life, in middle school. 

Science, Life and Environmental, Performance Standards F- Grade 4

F. 4. 3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type
>This is something that is learned throughout the education of a child.  I am still learning more to this day about life stages and the survival processes.  Also the topic of reproduction is something that is well learned in a child's life.  Reproduction is what makes life go round, every student should at least know the basics and the farther down the road in their education they get, the more they should continue to learn.  Anyone you ask about the topic of reproduction may squirm a bit, but in the end they would know how to discuss the topic.

Science, Standard G: Science Applications Performance Standards- Grade 4

G. 4. 2 Discover what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time
>This is something interesting, and especially for how I was raised with my family.  My dads owns his own business, and for as long as I can remember I had to help work at the family business.  Tying back to the topic stated above, I got to first hand witness the technology and how much it has changed throughout the years.  I personally work front desk at my dad's motel and get to work with the front desk programs daily.  Throughout the five years that I have worked at the desk, the system has done an update twice, which is a huge change.  I have learned that technology is something that is never going to slow down, young kids in elementary school are now being provided with iPad's, its really getting out of hand.  Students are getting out of touch with the hands on research that they should be doing. I think that is the only bad thing with technology is that people rely on it so much, and are veering away from the hands on characteristics that are needed in the business world. 

Science, Standard H: Science in Personal and Social Perspectives Performance Standards- Grade 4

H. 4. 3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety and health care
>Science, it is everything, its life, it is what makes the world go round and round.  Most people don't realize that there is a bit of science in everything.  Hygiene, nutrition, exercise, safety, and heath care are a wide range of topics that rate very high in a persons life.  Without those things, it would be very hard to live a healthy lifestyle.  It seems like every year there is new information and more ways to lead that ideal "healthy lifestyle".  Hygiene, nutrition, exercise, safety, and health care are things that are learned early on for a child, mostly from their parents.  Parents are the main contributors to the knowledge and they way children live their lives, which can be a good or bad thing.  For example, if a parent leads a life with not good nutrition ways, a child can learn this behavior and do the same bad thing for themselves.  Its a horrible cycle.  However it is good that now days society is putting  a bigger deal on the "healthy lifestyle" that they want people to live.

 

 

What do you see are big changes compared to the previous standards?

Standards are something that are constantly going to be changing, it is what keeps the children constantly moving forward and improving knowledge.  I noticed after some research that there is a large amount of sub standards. There is also something called the "Individual Performance Expectations".  These expectations are continuously getting higher and higher for students, which in my opinion is a very good thing.  Another aspect that I noticed was being incorporated into the standards was technology, which we all know has a huge impact on education.  We must face reality, technology now days is everything, we just don't want children to rely on it too much. 

How are these standards connected to the other displines such as math and literacy?

The Next Generation Standards are very focused on the subject of science, and all other subjects seem to fall in line after that.  I don't know if that is a good or bad thing.  These new starts are claimed to be consistent, and the new way of life, however it is going to take time to see if that will happen. It was very crazy to read that is has been 15 years since the last revised set of standards, that seems way to long to me, and it is definitely a good thing that standards are getting re-done.  I feel like that in itself is a huge positive for people.  It will be interesting to see how these standards play out in the field of education.

What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?

As a future educator, I already understand that changing standards is always a struggle for teachers.  It is going to be a struggle for any educator to keep up with standards, because they are constantly changing.  Which means new lesson plans and schedules, which are things that you can't just whip up in five minutes.  The biggest struggle is just going to be keeping up for the educators, and you can't forget the children as well.  Think about the poor children in the classrooms now days, constantly being assessed and asked to be doing something different, it is an unstable process.

 

 

 

Activity Three: Common Molecules, Structures and Names

1.)  Post a picture of a three-dimensional Ball and Stick molecular models that you have created with common items around your home. Also post a molecular structure image and the IUPAC name of the molecule.

*The IUPAC name of the molecule is in parenthesis

           

 

               Ammonia (Azane)

             

 

 

 

        

              

 

 

 

 

 

     

                 Propane (Propane)

                                     

                                                       

   

 

          Carbon Dioxide (Carbon Dioxide)

                                                            

2.) Post an image from the Web, the chemical systematic (IUPAC) name, common name, and the molecule formula for 20 chemicals that you use or eat.

 

   
    IUPAC Name: Sodium chloride
    Common Name: Salt
    Molecule Formula: NaCl

   IUPAC Name: (2R,3R,4S,5S,6R)-2-[(2S,3S,4S,5R) -3,4-dihydroxy-2,5-bis(hydroxymethyl)oxolan-2-yl]oxy-6-(hydroxymethyl)oxane-3,4,5-triol
   Common Name: Sugar
   Molecule Formula: C12H22011

   IUPAC Name: Sodium hydrogen carbonate
   Common Name: Baking soda
   Molecule Formula: NaHCO3













  
    IUPAC Name: Hydrogen Peroxide
    Common Name: Hydrogen Peroxide
    Molecule Formula: 2(HO)

                 
                IUPAC Name: Propane
                Common Name: Propane
                Molecule Formula: C3H8

     IUPAC Name: 2-hydroxypropane-1,2,3-
     tricarboxylic acid
     Common Name: Citric acid
     Molecule Formula: C6H8O7

      IUPAC Name: (RS)-2-(4-(2-methylpropyl) 
      phenyl)propanoic acid
      Common Name: Ibuprofen
      Molecule Formula: C13H18O2  













IUPAC Name: 4-[(E)-(2-hydroxy-1-naphthyl)diazenyl]benzenesulfonate    
Common Name: Orange
Molecule Formula: C₁₆H₁₁N₂NaO₄S  
                                                     

            IUPAC Name: 3-[1-methylpyrrolidin-2-yl] 
            pyridine
            Common Name: Nicotine
            Molecule Formula: C₁₀H₁₄N₂









           IUPAC Name: Ethanol 
           Common Name: Alcohol
           Molecule Formula: C₂H₆O

3.) Look over your molecules and the bonding characteristics, how many bonds does each of the following elements typically have? Carbon, hydrogen, oxygen?

Carbon: 4 bonds

Hydrogen: 1 bond

Oxygen: 2 bonds

4.) What does IUPAC stand for?

International Union of Pure and Applied Chemists

5.) As you explore ingredients, notice how everything around us is made up of chemicals consisting of atoms bound together into molecules.  But what about companies that claim their products are chemical free! How can this be?

After doing this activity and the research that goes a long with it I realized that, as scary as this is to say, nothing can for sure be chemical free.  Companies these days however are taking a more safer route and finding products that represent a more chemical safe environment, which people are really starting to like.  In today's society we are being killed with all these chemicals that are present in everything from household supplies to make up.  "Chemical free" is a term used for marketing, to help portray the idea that the product is safe, healthy, and environmentally friendly. Nowadays things seem to be making a turn around for the people in todays society and is clearly going to be paving a more safer path.

Activity Two: Atom and Atomic Structure

  
           

         Carbon Model

          Helium Model

        Oxygen Model

     

Questions

1.) What is the atomic number for each of your models?

      >Carbon 6
      >Helium 2
      >Oxygen 8

2.) What is the atomic mass number for each of your models?

      >Carbon 12.011
      >Helium 4.00260
      >Oxygen 15.994

3.) In your models, which two subatomic particles are equal in number?

     The protons and electrons.

4.) How would you make an isotope for one of your models? What would change with the model?

     In order to have an isotope, you much have the same atomic number,
     but have different mass numbers.  In other words, the same number of
     protons, but different number of neutrons.

5.) Considering the overall volume of your element models, what makes up most of the volume of an atom?

      When looking at my models, the nucleus is a very large part of the
      model. However the volume is mostly filled with open space.

6.) For one of your models, show with another image what happens when energy excited an electron

     This is a model of helium, with the energy exciting an electron....
    

7.) Once the electron is excited, what do we typically observe when the electron returns to the ground state?
  
      When going back to a ground state the element will release the
      energy absorbed, and then return to the neutral again.

8.) What are some elements different colors when they are excited?

      When the element is introduced to flame, the electrons are in a high
      energy state. When they come back down to a stable state energy is
      released in the form of light. The color shown depends on the amount of energy released.

      The different colors of the light shown are caused by the different
      quantities of electrons losing energy in different elements.

9.) With the fourth of July coming up quickly, explain how the colors of the fireworks arise?

      Like I also said before, it depends a lot on how much heat the electrons
      are introduced too, that will show different colors. The elements all react
      different to heat, therefore creating different fireworks for the spectators
      to enjoy. The metal salts in a firework burn better.

10.) Explain the overall organizational structure of the periodic table
       
       The periodic table is organized into rows and columns,
       and also groups and periods. It is placed according to the
       elements atomic mass.

11.) List two example elements for each of these groups or classes:
       >Alkali Metals
          -Potassium
          -Lithium

       >Alkaline Earth
          -Radium
          -Barium

       >Halogens
          -Neon
          -Chlorine

       >Noble Gases
          -Helium
          -Radon

       >Transition Metals
          -Iron
          -Titanium

       >Non-Metals
          -Sulfur
          -Phosphorus

       >Metalloids
          -Boron
          -Silicon