Activity 8: Exploration of Chemistry

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.

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 - 

A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations

C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

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

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

D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances

b. must be original work - worksheet was made only by looking at the simulation

c. must be scientifically accurate and appropriate for the directed grade level - simulation proves it is accurate, and the fact that the worksheet meets 4th grade science education standards, I am sure it is appropriate for 4th graders

Stimulation I chose to use - "Build a Molecule"

WORKSHEET TO BE COMPLETED

Activity 7: Acids and Bases

1. 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.

(A red solution could be both blood or vomit...these have totally different pH levels)

(Two are greater than 7)

(Contains mostly H30)

(Contains mostly OH)

(More than one contains mostly H30)

(Brings it closer to neutral)

(Brings it closer to neutral)

(A has the lowest pH, B has the middle, and C has the highest)

(C has the most H30, A the middle, B the lowest)

(Explanation from slides: Since the pH is not 7, then something was added to make the equilibrium shift left.  For example, if NaOH was added to water, OH- is immediately in the solution and some of it will react with the H30+, so the pH goes up.  If something like HCl were added there would be more H30+, which would also cause a shift left, but there would be less OH-, so the pH is less than 7)

2. 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 – 255.37 Kelvin

            32°F – 273.15 Kelvin

            70°F – 294.26 Kelvin

            212°F – 373.15 Kelvin

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?

As you can see in the above picture, the white circles (hydrogen) are attracted to the orange circles (oxygen).  You can also observe that when the molecules get together, they leave a circular shape in the middle of about 5 or 6 molecules.  

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.

Temperature - 126 K

Pressure - 8 ATM

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.

This standard is clearly addressed in this activity.  We were asked to look at the differences between solids, liquids, and gasses - therefore it is obvious that the above standard was addressed.  

D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and construct explanations for the changes.  

This standard was addressed multiple times throughout this activity.  I observed the form changes of water and argon, I analyzed the different speeds of molecules at different temperatures, I adjusted the temperature in question four, and I constructed explanations.

Activity 5: Density

1.

Boron

Protons - 5

Neutrons - 6

Electrons - 5

Density - 2.34 g/cm3

Lithium

Protons - 3

Neutrons - 4

Electrons - 3

Density - 0.53 g/cm3

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

Density: the quantity of mass per unit volume

Equation for Density: d = m/v

3. Completed Teaching Activity

"PhET- Density Activity- Funsheet"

Custom Section

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Styrofoam	0.28	1.85	0.15	Yes
Wood	0.74	1.85	0.40	Yes
Ice	1.70	1.85	0.92	Yes
Brick	3.70	1.85	2.0	No
Aluminum	5.00	1.85	2.70	No

1. In the custom setting, choose the ‘My Object’ option in the material drop down box.  Set the mass of your object to 4 kg.  Adjust the volume to find the minimum volume needed to make the object float.

Volume: 4.01 L               Density: 0.998 kg/L 

2. 

How does the density of a large piece of aluminum compare to a small piece?

The density stays the same.

Same Mass Section

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Blue	5.00	5.00	1.00	Yes
Yellow	5.00	5.00	1.00	Yes
Green	5.00	2.5	2.00	No
Red	5.00	1.25	4.00	No

Same Volume Section

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Blue	6.00	5.00	1.20	No
Yellow	8.00	5.00	1.60	No
Green	4.00	4.00	1.00	Yes
Red	2.00	2.00	1.00	Yes

3.  Looking at the data on the previous page, what must be true about the density of 

an object in order for it to float?

The density must equal one in order to float (based on the above data).

Same Density Section:

4. Calculate the density of the blue object in this section.

     Mass: 3.00 kg         Volume: 3.00 L      Density: 1.00 mg/L

5.  Explain why both the yellow and red objects float when they have different sizes.

They both float because they both have a density equal to one.

Mystery Section:

6.  Before you start, pick an object that you think will float: A (random guess)

Pick an object that you think will sink.  B (random guess)

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
A	65.14	3.38	19.27	No
B	0.64	0.64	1.00	Yes
C	4.08	4.08	1.00	Yes
D	3.10	3.10	1.00	Yes
E	3.53	1.00	3.53	No

7.  In the Custom section describe the difference between how Styrofoam and ice

floated.  Also explain why you think this is the case?

Styrofoam was almost completely out of the water while floating while ice was almost completely under water while floating.  This is true because Styrofoam has a lower density than ice. 

8.  In the Same Mass Section discuss what was interesting about the blue object’s behavior in the water.

The blue object stayed wherever I put it.  I found this to be very bizarre. 

9.  In the Mystery Section, click on the “Show Table” button.  What is the most dense 

object on the list?  Write its density as well.

Gold is the densest object.  It’s density is 19.3 kg/L.

10.  List something you learned from this activity.

In regards to this worksheet, I learned that diamond had a density of 3.53 kg/L.

In regards to this assignment, I learned that there are many different “programs” available to assist students with science related topics such as density.  I found this application to be extremely interesting and very useful for a classroom setting

4. Mystery Blocks

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
A – Gold	65.14	3.38	19.27	No
B – Water	0.64	0.64	1.00	Yes
C – Water	4.08	4.08	1.00	Yes
D – Water	3.10	3.10	1.00	Yes
E – Diamond	3.53	1.00	3.53	No

5. Science Standards


Some include...

D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substance

C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

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

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

C.4.7 Support their conclusions with logical arguments

C.8.5 Use accepted scientific knowledge, models*, and theories* to explain* their results and to raise further questions about their investigations*

C.8.6 State what they have learned from investigations*, relating their inferences* to scientific knowledge and to data they have collected

C.8.8 Use computer software and other technologies to organize, process, and present their data