Friday, August 2, 2013

Activity 8: Intergation of Knowledge and Application To Teaching

 1. Create your own teaching ideas.
  • Must Identify and Meet 3 Next Generation Science education standards within the K-2 grade band.
    1. Make observations (firsthand or from media) to collect data that can be used to make collect data that can be used to make comparisons.
    2. Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawing, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.
    3. Repetition in different contexts, is necessary to build familiarity.
  • Must be original work
    • For this activity, I am teaching the concept of Hot or Cold. To start the activity, students participate in a cooking station as a large group. Students would be given toy food and food containers to use. I would encourage students to put away food in correction locations. For example to put cold items or frozen items in the fridge or freezer. I would also allow students to pretend cook food items that are eaten hot. Students would be allow to communicate orally and work together with their peers different ideas about their knowledge on hot and cold foods. Then students would be given ten pictures of hot or cold foods. If the food is cold they would color the photo blue and if the food is hot they would color it red.
  • Must be scientifically accurate and appropriate for the directed grade level.
    • Kindergarten
  • Must have an accompanying worksheet with at least 7-10 questions related to each activity.  Answering these questions should be related to meeting the scientific standards.


 
 
Students will color blue or red for hot or cold foods based on the observations they experience first hand and be able to make comparisons to judge which food is hot or cold. Students will  communicate their understanding through coloring the drawings provided by the worksheet. Students will communicate with their peers orally by discussing what cold or hot foods are. Students will build familiarity through repeating cold food blue and hot food red.
 
2. How has your understanding of science and chemistry in particular, changed due to your experiences in this class?
  • I did not know how much chemistry was apart of my daily live. This class really opened up my eyes to items like chemicals in products and how atoms make up everything in our lives. I feel that it is very important to learn and keep learning about science and chemistry in order to keep ourselves and our world safe. Also this class changed how I view chemistry and science, I use to think both were boring but know that I understand some of the basics, I find myself enjoying it.
3. What was your most challenging concept covered, and why?
  • The most challenging concept that we covered was the atomic structure. At first I could not understand protons and neutrons. I was nervous about making models because I was not quite sure I would go about it. But I am a very hands on learner, so making the models helped me get a better understanding of atomic structures. With there not being a step to step guide to making the models really benefited me. I was allowed to be creative.
4. How could you facilitate future learning to your students who might also find learning about science and chemistry challenging?
  • I would facilitate future learning by allowing my students to be creative! Through the models I would let them the same directions in class use common household objects and go for it! I think that by allowing students to be creative they will be able to learn more by doing it themselves. Also, I think that showing how science and chemistry is relatable to you is important as well. When students understand how something impacts their daily lives it makes more sense.
5.  As you think about your future in education, give 3 ways you think you'll be able to implement the skills you've learned in this class (it doesn't need to be chemistry content based).
  • Allow students to be creative! Letting students do their down thing is so important. This is so important because figuring out something on your own sometimes allows you to grasp a concept better. For example I am plan on being a Business and Marketing educator, in my classroom I would let students build their own business and not limit them to a certain type of business.
  • Using simulations in the classroom. Students using simulations would allow students more resources they might not have available to them. Many simulations are virtual allowing students to learn a concept without being limited by funds. For example students be able to design their own store virtually. By using simulations students are able to learn more and cost can be kept down.
  • Provide students with relatable lessons to their lives. Students learn more when they can find purpose in a lesson through relating it to their lives. In this class we learn about common chemicals in household products. In a my future class, I would try to have lesson that students can relate to and find enjoyable.


Tuesday, July 30, 2013

Activity 7: Gases

1. Review the Content Gases on the D2L site, and the chapter on Gas Laws in the Hill textbook.
 
2. Complete the Clicker Questions on Gas Laws in the Teaching Idea “Concept Questions for Chemistry using PhET” posted by Trish Loeblein.
 
 1. There are 2 balloons in a room. They are identical in size and material. One balloon is filled with air and the other balloon is filled with Helium. How does the pressure of the air balloon compare to the pressure of the Helium balloon. The pressure in the air balloon is:
 
Answer: C, greater, because the air is more dense than the helium and this means that with it being denser it has a greater amount of pressure.
 
2. How does the pressure in the Helium balloon compare to the pressure of the air in the room? The pressure in the Helium balloon is:
 
Answer: A, less , this is because if the balloon does float in the air it has to have less pressure than the amount of pressure that is in the air.
 
3. How do the number of air molecules in the air balloon compare to the number of He atoms in Helium balloon? The number of air molecules is:
 
Answer: A, less, the number of helium molecules are less than helium atoms because air molecules take up more space because air molecules are larger than helium molecules.
 
4.  How does the average speed of the Helium molecules compare to that of the air molecules? The average speed of the He molecules is:
 
Answer:  C, greater, because helium molecules are smaller and able to move faster. This allows them to travel around faster inside of balloons compared to air molecules.
 
5. What will happen to the pressure if temp is held constant and the volume is decreased?
 
Answer: B, this is because when I decreased the volume the pressure increased. When doing this more collisions are happening but with each collision the force is the same. Boyle's law states that at constant temperature, the volume of gas is inversely proportional to its pressure.
 
6. You are flying from Denver to Boston, and you bring along a ½ full bottle of shampoo that was well sealed before you left Denver. You land in Boston and proceed to your hotel. The number of air molecules within the shampoo bottle:
 
Answer: B, stayed the same, since the shampoo bottle is sealed the change pressure did not affect the air molecules inside the bottle.
 
7. If the walls of the shampoo bottle are strong and rigid so that the bottle has the same shape as before you left, how does the pressure of the air inside the bottle compare to the pressure of the air in Denver?
 
Answer: B, equal to, this is because the bottle is from Denver, so the pressure inside the bottle is the same as the pressure of the air in Denver.
 
8. How does the pressure inside the bottle compare to the pressure of the air in Boston?
 
Answer: A, less than, because the pressure in Denver is lower than it is in Boston, this is because Denver is at a higher altitude.
 
9. If you had a water bottle with very soft sides. When you open your suitcase in Boston, the bottle would look:
Answer: A, squished, this is because the pressure in the air is greater is than the pressure in the bottle. So pressure that is being applied on the bottle  will cause the bottle to squish together.
 
 
 
 
 
 

Friday, July 26, 2013

Activity 6: Acids and Bases

1. Review the Content and Acids Bases on the D21 site.

2. Complete the Teaching Idea "Concept Questions for Chemistry using PhET" posted by Trish Loeblein on the pH Scale simulation at PHET.

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

Answer: False: The pH determines where it is a base or acid. If the pH is above 7 is a base and below 7 is a acid. If solution was 7 it would be neutral solution.

2. Which is a solution is basic?

Answer: D. More than one Solution B and C are both above  7.0. This makes them basic.

3. Which solution is acidic?

Answer: C. The high level of H30+ in C shows that C is acidic.

4. Which solution is basic?

Answer: B. This is because B is basic with OH- at -2.

5. Which solution is more acidic?

Answer: D. More than one.

6. How will adding water effect the pH?

Answer: A: Increase the pH. Water deludes it, the pH goes up and the acidity goes down.


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

Answer: Decrease the pH.

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

Answer: A. ABC. The lower the pH the higher the acidity. The higher the pH the more basic it is. So the order would be from smallest to largest is A,B,C.

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

Answer: E. C,A,B. The higher the bar on the graph for the H30+ the more acidic the solution is. The order from largest to smallest is C,A,B.

10. If spit has a pH= 7.4, what does that tell you about the water equilibrium?
Answer:  Something was added that made the equilibrium shift left.
 
 
3. Complete the Teaching Idea "Intro to Strong and Weak Acids and Bases" posted by Chris Bires on the Acid-Bases Solutions simulation.
 Here are my results from the simulation.


 
 



Wednesday, July 24, 2013

Activity 5: 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 on this blog.
 


 
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 0K. Describe how the water molecules are aligned and attracted to each other. Which atoms attract to which other molecules?
The water molecules are in line with the hydrogen atoms and then touch the oxygen atoms. The water molecules remain together and do not move.
 
4. Switch 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 temperature, pressure, and state of matter. Play with the simulation to notice changes, notice that when you push down the pressure can you go way up and explode the box. On your blog, report a temperature and pressure required to make a oxygen a liquid. This is sometimes how the oxygen exists in pressurized oxygen tanks, perhaps like the ones you may use to go driving.
A possible temperature and pressure that could make oxygen a liquid is a pressure around 3 ATM and a temperature of 113 K.
 
5. List and describe at least two Science Standards that this activity addresses
  • Group and/or classify objects and substances based on their properties.  (D.4.2)
This activity addresses the standard through having students move different elements to different states of matter including solid, liquid, and gas. Then students must be able to classify what these substances are.
  • Be introduced to the three states of matter: solid, liquid, and gas.  (D.4.3)
This whole activity is completely based on the different states of matter including solid, liquid, and gases. It is an excellent example of how to introduce students to the different states of matter.
 
 
 
 

Saturday, July 20, 2013

Activity 4: Density

1. Build a neutral lithium atom and a neutral boron atom. List the number of protons, neutrons, and electrons for each. Also look up and post the density for each of the elements of your blog.

Lithium
Neutral Lithium Atom: 3 Protons, 4 Neutrons, 3 Electrons
Density: .53 g/cm 
 
Boron
Neutral Boron Atom: 5 Protons, 6 Neutrons, 5 Electrons
Density: 2.34 g/cm

 
2. Define Density and write out its equation.
The quantity of mass per unit of volume. Mass/Volume (D = M/V)
 
3. Run the Density simulation and complete one of the study activity sheets.
 
 Below are pictures of my results from the Density worksheet by Tamera Sneed.
 
 
 
 
4. Complete the Mystery Blocks activity on the Density simulation.
 
A) Gold
Mass: 65.14kg
Volume: 3.38L
Density: 19.27
 
B) Apple
Mass: 0.64kg
Volume: 1L
Density: 0.64kg/L
 
C) Gasoline
Mass: 4.08kg
Volume: 5.83L
Density: 0.70kg/L
 
D) Ice
Mass: 3.10kg
Volume: 3.38L
Density: 0.92kg/L
 
E) Diamond
Mass: 3.53kg
Volume: 1L
Density: 3.53kg/L


5. Identify the Science Standards that could be met through these activities completed in Activity 5.
  • Conduct Science investigations that encourage asking and answering of questions. (A.4.1)(ITL B.4.1)
  • Determine relevant data to use when investigating a Science related problem. (A.4.3)      
  • Note changes that are occurring or have occurred when studying a Science related problem. (A.4.5)
  • Use data collected to create explanations. (C.4.5)
  • Clearly be able to explain results of investigations. (C.4.6)



 


Friday, July 19, 2013

Activity 3: Common Molecules, Structures and Names

1. Post a picture of three 3-dimensional Ball and Stick molecular models (choose your three favorite molecules) that you have created with common items around your home. Also post a molecular structure image (image from the web, of either a Kekule Structure or a Ball and Stick Model) and the IUPACA name of the molecule.
 
Ammonia
 
Carbon Dioxide


 




 Water


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. Explore the ingredients of things like cosmetics and foods.
  1. Baking soda: Sodium Bicarbonate: NaHCO3
  2. Chalk: Calcium Carbonate: CaCO3

  3. Bleach: Sodium Hypochlorite: NaOC1  
  4. Shampoo: Ammonium Chloride: NH4C1
  5.  Aspirin: Acetylsalicylic Acid: C9H804

  6.   Sugar: Sucrose: C12H22O11
     

  7. Propane Gas: Propane: C3H8
  8. Toothpaste: Sodium Fluoride: NaF
  9. Aluminum Foil: Aluminum: Al
  10.  Salt: Sodium Chloride: NaCl
  11. Hydrogen Peroxide: Peroxide: H2O2
  12. Antifreeze/Coolant: Ethylene glycol: HOCH2CH2OH
  13. Water: Water Oxidane: H20
  14. Nail Polish Remover: Acetone: CH3COCH3
  15. Battery Acid: Sulphuric Acid: H2SO4
  16. Fruit Sugar: Fructose: C6H12O6
  17. Laundry Detergent: Sodium Tetraborate Dechydrate: Na2[B4O5(OH)4] 8H2O
  18. Windex: Ammonia: NH3
  19. Lighter Fluid: Butane: C4H10
  20. Sunscreen: Avobenzone: C20H22O3


 
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
Hydrogen: 1
Oxygen: 2
 
4. What does IUPAC stand for?
International Union of Pure and Applied Chemistry

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?
Companies will say that they are chemical free, but they are not free of harmful chemicals. Many products do contain harmful chemicals but may say they are chemical free. This happens a lot since a "Green Movement" has been going through the last couple of years with going green and not harming the environment. When a product does say that they are chemical free, green, or eco friendly and then lies about this is called Greenwashing. Laws and regulations have been coming about including what products labels can and cannot say.


Sunday, July 14, 2013

Activity 2: Atom and Atomic Structure


Here is a picture of my Oxygen element model. There are 8 brown chocolate chips that represent the neutrons and 8 tan chocolate chips that represent the protons. The model also has 8 electrons surrounding the nucleus, this includes 6 on the outside and 2 on the inside.
Here is a picture of my Neon element model. There 10 brown chocolate chips that represent the neutrons and 10 tan chocolate chips that represent the protons. The model also has 10 electrons surrounding the nucleus, this includes 8 on the outside and 2 on the inside.
 

 
 
Here is a picture of my Beryllium element model. There are 4 brown chocolate chips that represent the neutrons and 4 tan chocolate chips that represent the protons. The model also has 4 electrons surrounding the nucleus, this includes 2 on the outside and 2 on the inside.
 
1. What is the atomic number for each of your models?
  • Oxygen: 8
  • Neon: 10
  • Beryllium: 2
2. What is the atomic mass number for each of your models?
  • Oxygen: 15.9994
  • Neon: 20.1797
  • Beryllium: 9.012182
3. In your models, which two subatomic particles are equal in
number?
There are an equal number of protons and electrons or an equal number of positive and negative charges.

4. How would you make an isotope for one of your models? What would change with the model?
Oxygen has 8 protons and 8 electrons. If I added 2 more neutrons to my Oxygen model, there would be an isotope that would have an atomic weight of 18.

5. Considering the overall volume of your element models, what
makes up most of the volume of an atom?
The volume is made up mostly of empty space. The nucleus is mostly mass (because it is made up of protons and neutrons).

6. For one of your models, show with another image what happens when energy excites an electron.
This is what happens when my Beryllium get excited.

7. Once the electron is excited, what do we typically observe when the electron returns to the ground-state?
The electron will return to it's ground state. This energy normally happens in the form of a particle of light.

8. Why are some elements different colors when they are excited? Hint: when electrons are excited (by something like heat from an explosive) they move up to another orbital and when they fall back they release the energy in the form of light.
Different elements have a different amount of energy gaps, this is because elements release different amounts of energy and also elements release different colors, this is based on the light spectrum.

9. With the Fourth of July coming up quickly, explain how the
colors of fireworks arise.
When an electron is in it's lowest state of energy this is called ground state. Then when a flame or other sources supplies energy to an atom, the electron goes from it's lowest state to it's highest state. Then it eventually will return to ground state which produces light. This is how we will the process of fireworks happening.

10. Explain the overall organizational structure of the periodic
table.
The periodic table is set up in rows and columns. It increases with elements according to the element's atomic number. There are 18 vertical columns or groups and the horizontal rows of the table are called periods. The rows are organized by the number of electrons shelves they have. The groups or classes include, Alkali Metals, Alkali Metals, Alkaline Earth, Halogens, Noble Gases, Transition Metals, Non-Metals, and Metalloids.

11. List two example elements for each of these groups or classes:
Alkali Metals: Sodium and Potassium
Alkaline Earth: Barium and Radium
Halogens: Chorine and Iodine
Noble Gases: Neon and Argon
Transition Metals: Nickel and Copper
Non-Metals: Carbon and Hydrogen
Metalloids: Silicon and Arsenic