Activity 8: Exploration of Chemistry

For activity 8, students have a choice to explore other topics of chemistry presented in the PhET simulations.

Tasks to be completed:

1. 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.

For this assignment I chose the build a molecule concept questions under the build a molecule simulation.  This activity had clicker questions that were supposed to be answered.  Here are the questions.

Here are my answers to these questions.

1. The answer is A

2. The answer is D, both B and C are correct.

3. The answer is A

4. The answer is B

5. The answer is A, Methane

6. The answer is D, water

7. The answer is C, Chlorine

2. 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.

So, since I plan on being a Special Education teacher for middle school and elementary level students I thought I would try and create a lesson plan that would be directed towards these students.  For the lesson plan I chose to use the balloons and static electricity simulation that is on the website.

1.  The first thing I would do is get a general idea of what electricity and static electricity are by doing research on the web.  I would have the students split up into groups and in their own words develop a small presentation that would explain to the other students how static electricity works.  I would make sure that the students explain what electric charges are and how they interact with each other.

2.  I would them bring a balloon into the classroom and have them rub it on different items in the classroom.  Before they rub the balloon on these items I would have them predict what would happen, if the balloon would generate static electricity or not and why they felt that way.

3.  After they have done some in class experimenting I would have them use the balloons and static electricity simulator to see why the balloons are attracted to certain items and why they are not attracted to other items.  At the end of the exercise students should be able to explain what protons, neutrons, and electrons are and how they interact with each other.

4.  The last part of the assignment would be to have the students write a one page paper themselves explaining what they have learned from the experiment and how they may be able to apply this knowledge to their everyday lives.


The three scientific standards that I feel this would address are:

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

C.4.7 Support their conclusions with logical arguments

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

Activity 7: Acids and Bases

Water is everywhere!  So, lets spend one more activity learning about one of the key aspects of water.  Water has the ability to dissociate (break apart from HOH (or H2O) into H+ ions and OH-ions).  We refer to solutions with lots of H+ ions acidic solutions can be made.  By adding chemicals with OH- ions basic solutions can be made.
                                         

1. Review the Content Slides Acids and Bases on the D2L site.

2. 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 Tris

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

False, the color of the solution has nothing to do with the acidity.  It is the pH level.

 2.  Which solution is basic?
D. Both B and C are basic solutions because their pH levels are above 7.

      

 3.  Which solution is acidic?
 The answer is C because it contains mostly Hydronium which makes it acidic.  
         
 4.   Which solution is basic?
 B because it has more hydroxide ions than Hydronium.      
        
 5.  Which solution is more acidic?
 The correct answer is D both A and B are more acidic because of the levels of Hydronium.
            
 6.  How will adding water effect the pH?
 A.  Since the pH is lower than 7 more water would increase the pH    
     
 7.  How will equal amount of water effect the pH?
 B.  More water would decrease the pH since the pH is currently above 7
        
 8.  What is the order from most acidic to most basic?
 The correct answer is A based in the pH levels.      
   
 9.  What is the order from most acidic to most basic?
 The correct answer is C      

10.  If spit has a pH = 7.4, what does that tell you about the water equilibrium?
 The answer is A, since the pH is more than 7 something had to be added to shift to the basic side of the equilibrium.        

3. 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 6: States of Matter and Intermolecular Forces

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

0°F  = 255.4 K,  32°F = 273.15 K,  70°F= 294.26 K,  212°F = 373.15 K

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?

The molecules are completely still when you get to zero degrees kelvin and they are very tightly packed next to each other.  When looking at the molecules in the simulation the Hydrogen atoms seem to be packed in and attracted to the Oxygen atoms.  When looking at the model you can clearly see that the Hydrogen atoms are clearly trying to attach to Oxygen 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.

With zero pressure in the tank oxygen is a liquid at roughly 89 degrees kelvin.  

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

This activity would definitely apply to the standard D.8.2.  These simulations helped show how atoms and molecules behave as a solid, liquid, and a gas.

D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases

This activity would also address this science standard D.4.3 since it clearly demonstrates the solid, liquid, and gas states.

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

Activity 5: Density

1. 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.


Here is my neutral Lithium atom, it has 3 Protons, 3 Electrons, and 3 Neutrons.  The density of Lithium is .534 g.cm -3

This is the neutral Boron atom, it has 5 Protons, 6 Neutrons, and 5 Electrons.  The Density of Boron is 2.08 g.cm -3

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

Density is how close or how tightly packed in materials are.  Density is a measure of how much matter is a certain volume.  The formula for density is D = m/v 

3. 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.

I chose to run this activity.  Here is an image of my results.

The mystery block simulation was in the activity that I chose.  Here are the more detailed results of the simulation.

Letter of block	Mass	Volume	Density	Material
A	65.14 kg	3.38 L	19.27 kg/L	Gold
B	.64 kg	1 L	.64 kg/L	Apple
C	4.08 kg	5.83 L	.70 kg/L	Gasoline
D	3.10 kg	3.38 L	.92 kg/L	Ice
E	3.53 kg	1 L	3.53 kg/L	Diamond

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

I think this would be a great standard to use since it talks about being able to group and identify materials based on density.

D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests. 

Another standard that this activity addresses is one regarding gathering data and using it to make conclusions.

C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations

Activity 4: Exploration of Science Education Standards

To complete Activity 4, 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 indicates that you have met the sub-standard. Each of these descriptions should be at least a paragraph long.


A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now


I had an Astronomy class a couple of semesters ago and this helped me address this sub standard of science.  In my Astronomy class we looked at the universe to determine if there is a possibility of life on other planets.  When we were researching this question we looked at the information that current and previous space missions have gathered.  We also looked at research that was done by other scientists and images that were taken by the Hubble Space telescope as well.  We used all of the information that has been previously gathered by people in the field along with the images that were taken by deep  space telescopes.  Using this information we were able to make an informed choice about whether there may be life on another planet. 

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


When I was in middle school we looked at what started the universe and gathered more information on The Big Bang Theory.  I remember that I had to write my own interpretation on how the big bang happened and explain what the big bang was in my own words.  To be able to write about what The Big Bang Theory was I had to look at multiple different articles and textbooks to be able to inform myself.  I also remember looking at different magazines that helped me get a better idea of what caused the big bang.  I think that this was a great use of these texts which helped me understand this science related question.


C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations


Again in my recent Astronomy class we had a assignment where we were supposed to measure the shadow of the clock tower at UW-Stout and then use this measurement to determine the actual height of the clock tower.  For this assignment we used basic science tools such as a protractor and a ruler.  Using these tools helped us determine pretty accurately what the height of the clock tower was.  We used the information and methods of figuring out the clock tower to see how scientists determine the distances between planets and stars in space.  


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


This substandard was addressed briefly in the first activity that we did in this class.  When we looked at if hot water or cold water froze faster we addressed the fact that water appears in both a solid and a liquid state.  Then when we looked at whether or not hot or cold water boil faster and we were introduced to the fact that water can appear in a gaseous state as well.  The we went online and found a video that addressed the fact and explained the three different states of matter and how they work.


E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time


This substandard was addressed in my Astronomy class as well.  For one of the experiments we used software called Stellarium to be able to look at the night sky and determine where certain constellations appeared in the night sky.  The we used the same software to look at the night sky the night that we were born to see if there were any visible planets in the sky and to determine the phase that the moon was in.


F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type


In a middle school science class that I had we were each given a pet tadpole. During the entire year it was our job to take care of the tadpoles and make sure that they were continuing to grow.  By taking care of the tadpoles we got to see how they eventually changed from tadpoles into frogs.  This was a clear illustration of how the frogs went through their different life stages.  During this same class we also talked about how the frogs came to be tadpoles and where the tadpoles originally came from.  This addressed the topic of how these frogs produced new members.


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


For a class I had last semester we were supposed to interview someone that has been a teacher for more than 10 years and ask them questions about their profession and their approach to their daily work.  I ended up interviewing one of my old high school teachers and I asked her about how things have changed in the last 30 years that she has been teaching.  She talked a lot about how technology has changed the teaching field especially since she also teaches special education classes.  She said that the recent developments with handheld devices like the Ipad have helped out students with special needs greatly.


H.4.1 Describe* how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care


For one of my classes we read the book fast food nation.  When we read this book we looked at the ways the food industry has changed in the last 20 years or so and we compared the ways things used to be done to the ways that things are done now.  A lot of the changes that we talked about were positive ones that allowed more people to have access to different foods all year at an affordable price.  We also looked at some of the negative aspects that the changed in technology has had on the food industry.  For instance bigger farms tend to create more environmental hazards and the distance that food travels now can cause more pollution as well.  

Activity 3: Common molecules, structures and names

Ball and stick models for Water (H2O)  Oxidane

                     













Ball and stick models for Ammonia (NH3) Azane

           
































Ball and Stick models for Methane (CH4)

   

Common Household Items

Aluminum  Al  (Aluminum Can)



Ammonia  NH3  (Cleaner)




Copper Cu  (Pennies)




Butane C4H10  (Lighter Fluid)




Calcium Chloride CaCl2  (Road Salt)





Helium He  (Balloons)





Sodium Chloride NaCI  (Table Salt)





Sucrose  C12H22O11  (Sugar)





Acectic Acid  CH3CO2H  (Vinegar)





Amoylose  (C6H9O5)n  (Cornstarch)




Calcium Carbonate  CaCO3  (Chalk)





Carbon  C  (Charcoal)





Iron  Fe  (Steel Wool)





Magnesium Hydroxide  Mg(OH)2  (Antacid)






Nickel  Ni  (Nickels)





Paraffin  Cn2n+2(n>19)  (Candles)





Propane  C3H8  (Fuel)





Sodium Acetate  NaC2H3O2  (Hand Warmers)

Tungsten  W  (Light Bulbs)





Sodium Hypochlorite  NaCIO  (Bleach)






3.  Oxygen typically forms 2 bonds, Carbon typically forms 4 bonds and Hydrogen typically forms one bond.


4.  IUPAC stands for the International Union of Pure and Applied Chemistry


5.  Molecularly it is impossible to claim that something is chemical free.  Everything is made of chemicals and Green Aussie Cleaner is no exception.  What the website is really referring to is that the product has no harmful chemicals which could or could not be true.  But Green Aussie Cleaner definitely has chemicals in it.  When I did some research online I couldn't find out much information about what was in Green Aussie Cleaner which I found to be somewhat curious.  All it says on their website is that it is made from non-toxic biodegradable plant materials.  I did find another website that says it is plant materials mixed with "alkyl polyglyoxide" and after doing a search for this chemical nothing came up.  What the website I found says is that when you mix the raw plant materials with other oils such as coconut oil alkyl polygloxide is made.  I couldn't find any information on this chemical but that is what the website claims is in Green Aussie Cleaner.  

Activity 2: Atoms and Atomic Structure

Models of my three favorite elements on the periodic table

For my models of the elements I used golf balls for the protons and the neutrons and I used grapes for the electrons.

Here is my model for Helium

Here is my model for Hydrogen

And here is the model for Lithium

1.  Atomic numbers for each of the models   

Helium- 2    Hydrogen-1   Lithium-3

2.  Atomic mass for each of the elements

Helium-4.002602  Hydrogen-1.00794  Lithium-6.941

3.  In the models the Protons and the Electrons are equal in number

4.  In order to make an isotope for one of the models I would change the number of electrons.  This would end up changing the atomic mass of the element.

5.  A lot of the volume for the models is taken up by the spaces in between the electrons and the protons and neutrons in the models that I have made.

  

6.  Excited state for Helium

7.  When the electron returns to the ground state we would observe this as a photon which would either be in the visible light spectrum or it could be ultraviolet light.

8.  The elements are different colors based on two different things.  It is based on the number of electrons that become excited and it is based on the wavelength of the photons when they are emitted.

9.  The chemicals that are in the fireworks are carefully chosen based on the colors that they will emit when they are excited and they return to their ground state.  The fireworks create incandescent light from heat and different chemicals produce different wavelengths of light.

10.  The structure of the periodic table is set up a couple different ways.  The periodic table is organized by increasing atomic number.  So the smallest atomic number is on the top left and the numbers increase from top to bottom and left to right.  A new row is started after a noble gas and the first element in the next row is always an alkali metal with an atomic number one greater than that of the noble gas.  The elements are also put into groups on the periodic table such as Alkali metals, Halogens, and Noble Gases.

11.  Example elements for each of the groups are:

Alkali Metals- Lithium & Sodium

Alkaline Earth Metals- Magnesium & Calcium

Halogens- Fluorine & Chlorine

Noble Gases- Helium & Neon

Transition Metals- Scandium & Titanium

Non-Metals- Hydrogen & Carbon

Metalloids- Boron & Arsenic

Activity 1: Scientific Method and States of Matter

1. Does hot water or cold water freeze faster?


Hypothesis:  My hypothesis is that the cold water will freeze faster than the hot water.  The reason that I believe the cold water will freeze faster is because the temperature of the cold water will be much closer to freezing temperature.  
Data from the experiment

	½ cup hot water @ 118 F	½ cup cold Water @ 58 F
	Freeze time	Freeze time
First Time	46  minutes 33 seconds	26 minutes 13 seconds
Second Time	44 minutes  54 seconds	25 minutes 21 seconds
Third Time	43 minutes  9 seconds	25 minutes 39 seconds

Controlled Variables
Glasses
1/2 Cup Water
Water temperature


My theory is that cold water does indeed freeze faster than hot water.  The data clearly indicates that the water at the colder temperature freezes much faster than the water at the hotter temperature.  The reason for this is because the cold water is already much closer to the freezing point than the hot water is and therefore takes less energy to freeze.




2.  Does hot or cold water boil faster?


Hypothesis:
Hot water is going to boil faster because it is much closer to the actual temperature that water boils at than the cold water is.


Data from the experiment

	½ cup water @ 118 F	½ cup water @ 58 F
First time	1 minute 45 seconds	2 minutes 38 seconds
Second Time	1 minute 22 seconds	2 minutes 46 seconds
Third Time	1 minute 50 seconds	2 minutes 20 seconds

Controlled Variables
Pan the water was boiled in was the same
Setting on the stove was the same
Amount of water used was the same


My theory is that the hot water clearly boils faster than the cold water.  Based on the results from the experiments the hot water reached the boiling point at a faster rate than the cold water.  This is most likely do to the fact that the hot water temperature was already much closer to the boiling point than the cold water.


3. Does salt water freeze faster than regular water?


Hypothesis
The salt water will freeze slower than the regular water because the salt will react with the water and its reaction will slow down the freezing process.


Data from the experiment

	½ cup water with ½ tbsp of salt added	½ cup water with no salt
First time	58 minutes 36 seconds	27 minutes 14 seconds
Second time	57 minutes 44 seconds	26 minutes 46 seconds
Third time	59 minutes 12 seconds	26 minutes 32 seconds

Controlled Variables


Amount of water
Amount of salt
Temperature of water
Glasses water was froze in


The theory for this experiment is that the salt water slows down the freezing process of water.  The data from the three experiments clearly shows that with the salt water added the water froze at a much slower rate than it did without the salt water.


Step 1 Ask a question-  for all of these experiments questions were asked and the goal was to find the answer to these questions.
Step 2 Do background research- I looked around online and researched what the outcomes of the tests might be.  
Step 3 Construct a hypothesis- I constructed a hypothesis for each of the experiments and listed them above
Step 4 Test hypothesis with an experiment- Test were done and experiments were ran for each of the hypothesis above
Step 5 Analyze your data and draw a conclusion- All of the data was analyzed and graphed out to show what I has found.  My conclusion was then listed after each experiment.
Step 6 My results were communicated with my professor as well as the entire class by posting them on this blog.


I think this experiment is an easily repeatable experiment and I think the results should come out pretty similar each time.  I definitely think this is an experiment that anyone could easily repeat.


Average values for the results were as follows:
Hot water freeze average was 44 minutes 52 seconds
Cold water freeze average was 25 minutes 44 seconds
Hot water boil was 1 minute 39 seconds
Cold water boil was 2 minutes 35 seconds
Regular water freezing was 26 minutes 30 seconds
Salt water freezing was 58 minutes 31 seconds


There were many different science concepts that were addressed during the experiments that were done.  First of all I looked at how to form a hypothesis when a question is asked and then I learned about how to set up an experiment when I do have a hypothesis so I can either prove or disprove that hypothesis.  For this experiment we also learned about the three states of matter and why and how the move through these states.


The experiment were done to show how water reacts to different temperatures when you are freezing it and when you are boiling it.  The experiment also showed what happens to water when you are trying to freeze it.  The water experiments showed that if you set up the experiment well you can get consistent results that will lead you to be able to form a theory that is easily provable.  


The knowledge that was gained during these experiments can have many different real world applications.  Just knowing how to formulate and set up and experiment is a skill that will benefit someone in the future when they are trying to figure things out in the future.  Also the knowledge that was gained about water was also very beneficial.  When I am boiling water I know that i should start with hot water and if I want ice cubes I know I should start with cold water.  I also now know that if there is a some water that I would prefer to freeze quite a bit slower I can just add some salt to it.  


Three States of matter for water

Atoms that make up water molecules