Blog Post 8, Activity 8

Activity 8:

 

1.       Work with any of the Chemistry Simulations (PhET) and/or develop a demonstration (do a web search, there are many demos out there) to create your own Teaching Ideas. The criteria for this is as follows:

a.       Must identify and meet three (3) next generation science education standards within the K--‐2 grade band.

ü2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

ü2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

üK-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

b.      Must be original work

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

d.      Must have an accompanying worksheet with at least 7--‐10 questions related to each activity/simulation. Answering these questions should be related to meeting the science standards identified.

2.       How do you feel your understanding of science, and chemistry in particular, has changed due to your experiences in this class?

I think my understanding of science, especially chemistry, have changed a lot due to this class. I have realized that there is a lot more that fits into the category of science then I ever knew. I learned a lot about the importance of observing and evaluating things and grouping things into categories. This class showed me how important it is to use a step-by-step process and how efficient and helpful they are. I also realized that science is in everything we do. Every day we are encountering problems and situations where we have to work our way through it in a process, just as we do in science. I think I have gained a better appreciation of chemistry, and science in general because I have realized that we really do use it, in our everyday lives, a lot more than people think. 

 

3.       What was the most challenging concept covered and why?

I think the most challenging concept we covered in this class was gases. I think this was the most challenging to me because I have the least amount of background knowledge on it. I also found the blog post that went along with it to be difficult, and many of the questions were very confusing and difficult to work through and find answers to.

 

4.       How could you facilitate future learning to your students who might also find learning about science and chemistry challenging?

I would try to use as many hands-on activities in my classroom as possible. I think science is a very hands-on subject, and when students are actually able to work through experiments on their own, and see things first hand, they will be able to grasp the concept a lot easier. 

 

5.       As you think about your future in education, give three ways you think you’ll be able to implement the skills you’ve learned in this class (it doesn’t necessarily have to be chemistry content based).

a.       Realize the importance of observing things closely.

 

b.      Be more able to work through problems in a step-by-step matter.

 

c.       Have a greater ability to compare and contrast things to one another and to group things together.

 

 

 

 

 

Blog Post 7, Activity 7

Activity 7:

2. Complete the Clicker Questions on Gas Laws in the Teaching Idea “Concept Questions for Chemistry using PhET” posted by Trish Loeblein. Use the PhET Simulation Gas Properties to help answer the questions. On your blog post the answers with your scientific explanations to these questions.

Concept Questions for Chemistry:

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:

C, greater, because air is more dense than helium and since it is more dense, 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:

A, less, because in order for the balloon to float in the air it has to have less pressure in it than the amount of pressure 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:

A, less, because air molecules are much bigger than helium atoms, so air molecules take up more space and therefore there cannot be as many as there are helium atoms.

 

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:

C, greater, because helium molecules are smaller and are able to fit through the tiny pores in the rubber of a balloon, so they are faster than the big air molecule.

5.       What will happen to the pressure if temp is held constant and the volume is decreased?

B, because when I decreased the volume the pressure increased. The force isn’t changing, but because there is less space for the molecules to move, more collisions are occurring. Also Boyle’s Law states that at constant temperature the volume of a gas 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:

B, stayed the same, because since the shampoo bottle was sealed the change in pressure didn’t directly affect the amount of 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?

B, equal to, because since the bottle was from Denver, it has the same amount of pressure as Denver.

 

8.       How does the pressure inside the bottle compare to the pressure of the air in Boston?

A, less than, because the pressure in Denver is lower than it is in Boston, since it 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:

A, squished, because the pressure is greater in the air outside of the bottle, than it is in the water bottle, so pressure is being exerted on the bottle and because it has soft sides it is squished together.

Blog Post 6, Activity 6

Activity 6:

 

 

Concept Questions for Chemistry:

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

False, the color of the solution itself does not identify if it is an acid, base, or neutral solution, it is the color that the litmus paper turns when you dip the litmus paper into the solution. If it turns the litmus paper red it is an acid, and if it turns the litmus paper blue it is a base.

 

2.       Which solution is basic?

D, because a basic solution must have a pH above 7 and both B and C have a pH over 7.

3.       Which solution is acidic?

C, because it has a high level of H30+, so we know it is acidic.

 

4.       Which solution is basic?

B, because it has the highest amount of OH- out of the three options. A is neutral and C has a high level of H30+, meaning it is acidic.

 

5.       Which solution is acidic?

D, because both A and B have high levels of H30+. 10^16 is neutral, and in both A and B the solution is higher than that, meaning they are more acidic.

6.       How will adding water effect the pH?

A, because adding water causes the acidity of a substance to decrease, meaning that it’s pH would increase since it is becoming more basic.

 

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

B, because when more water is added to the solution the basicity decreases, which means that the pH is also decreasing.

 

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

A, because A’s pH is the lowest of the three, at 6.50, meaning that it is the most acidic. Then B’s pH of 7.40 is the second highest, and C’s pH is the highest, at 12.06, meaning it is the most basic of the three.

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

E, because C has the lowest pH and is the most acidic, A is neutral and has the second highest pH, and B has the highest pH and is the most basic of the three.

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

A, because we know that something had to have been added to the solution to cause it to shift left, since the pH is not exactly 7.

Blog Post 5, Activity 5

Activity 5:

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

0°F = 255.372 Kelvin

32°F = 273.15 Kelvin

70°F = 294.261 Kevin

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?

When the temperature is lowered to 0 K the water molecules are all tightly packed and all touching. They are very attracted to each other and none of the molecules are moving. The white atoms are attracted to the other white atoms and are touching.

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= 119 K

            Pressure= 1.7 ATM

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

• Science Standard A: Science Connections Performance Standards-Grade 8:
• A.8.1 Develop their understanding of science themes by using the themes to frame questions about science-related issues and problems 
• A.8.5 Show how models and explanations, based on systems, were changed as new evidence accumulated (the effects of constancy, evolution, change, and measurement should all be part of these explanations)

• Science Standard D: Physical Science Performance Standards- Grade 8
• 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
• 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

Blog Post 3, Activity 3

Activity 3:

1. Post a picture of three 3-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.

·         Water

IUPAC Name: Oxidane

 



 

·         Methane

IUPAC Name: Methane

 

 

·         Acetone

IUPAC Name: Propanone

 

 

 

 

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.

1.       Plaster of Paris; calcium sulfate, hemihydrate; CaSO₄·1/2H₂0



2.       Caffeine; trimethylxanthine;  C8H10N4O2



 

3.       Alcohol; ethanol; C₂H₆O

4.       Antipersperient; Flocculating Powder Aluminium sulfate; Al₂(SO₄)₂

5.       Rubbing alcohol; 2-propanol; CH₃CHOHCH₃

 

6.       Sour Salt (found in yogurt and other foods); Citric acid; C₆H₈O₇

7.       Tums; calcium carbonate; CaCO₃



 



 



8.       Mouthwash; sodium fluoride; NaF

 

9. Toothpaste; sodium fluoride;  NaF

10.       Deet (found in bug repellent); N,N-Diethyl-3-methylbenzamide; C₁₂H₁₇NO

11.       Corn syrup glucose; dextrose; C₆H₁₂O₆

12.       Talcum powder; magnesium silicate;Mg₃Si₄O₁₀(OH)₂

13. Nail polish remover; acetone; CH₃COCH₃



 



 



14. Cream of tartar; potassium bitartrate; KHC₄H₄O₆

 

15. Hand warmers; sodium acetate; NaC₂H₃O₂

 

16.   Water; Water;  H₂O

 

17.   Baking soda; sodium bicarbonate; NaHCO₃

 

 

18. Antifreeze; ethylene glycol; C₂H₆O₂

 

19. Peroxide; hydrogen peroxide; H₂O₂

 

20.   Table sugar; sucrose; C₁₂H₂₂O₁₁

 

 

 

 

 

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?

IUPAC stands for International Union of Pure and Applied Chemistry. It is an international federation that represents chemists in different countries.

 

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?

 

Although some companies claim that their products are chemical-free, that is not actually the case. When you look at the molecular make-up of anything, there are chemicals in it. The difference in the products that claim to be “chemical free” is that they are made of natural ingredients. This means that the chemicals in these are natural, and not harmful. These products, such as EcoSafe Laundry Powder, contain active ingredients that are able to work on their own. Also often times they are organic and non-toxic, similar to that of the product Miracle II Soap.