Activity #8

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.

Build an Molecule- Concept Questions

By Patricia Loeblein

(http://phet.colorado.edu/en/contributions/view/3434)


1. Whats the difference between an atom and a molecule?A.An atom consists of a nucleus (containing one or more protons and zero or more neutrons) and some number of electrons. Atoms have the same number of protons and electrons, because otherwise, you would have an ion.
A molecule consists of two or more atoms bonded together.




 2. Which shows hydrocholoric acid?
A. 
B.

C. Both are stable molecules

3.Which could be CO2?
A. C=O=O
B. O=C=O
C. Both are stable molecules

4. What is the name of this molecule?

A. Methane
B. Tetrahydrogen carbide
C. Ammonia
D. Water

5. What is the name of this molecule?

A. Dihydrogen oxide

 

B. Carbon dioxide
C. Ammonia
D. Water

6. What is the name of this molecule?

 

A. Dichloride

B. Dichlorine

C. Chlorine
D. This is not a stable molecule

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.

A.4.2 When faced with a science-related problem, decide what evidence, models, or explantations previously studied can be used to better understand what is happening now
C.4.6 Communicate the results of thier investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answer
G.12.2 Design, build, evaluate, and revise models and explanations related to the earth and space, life and environmental, and physical sciences 

Activity #7

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 Trish.

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

     A. LessB. equal  C. greater

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  B. equal  C. greater

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 B. equal  C. greater

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

     A. less  B. equal  C. greater

5. What will happen to the pressure if temp is held constant and the volume is decreased? A.Pressure goes up because more collisions
B.Pressure goes up because more collisions are happening, but same force per collision
C.Pressure goes up because more collisions are happening, and increased force per collision
D.Nothing because pressure is only related to molecular speed

 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:
A. has decreased B. has stayed the same
C. has increased

 

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?
         A.less than
B.equal to C.greater than

8. How does the pressure inside the bottle compare to the pressure of the air in Boston? A.less than
B.equal to
C.greater than

9. If you had a water bottle with very soft sides. When you open your suitcase in Boston, the bottle would look
A.squished
B.same size
C.puffed out
 

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.

	Strong Acid	Weak Acid	Strong Base	Weak Base	Water
pH meter read (value)	2.0	4.5	12.0	9.5	7.0
pH paper (color)	red	orange	blue	green	yellow
Conductivity (bright/dim/none)	bright	dim	bright	dim	very dim
Exists as Mostly (ions/molecules)	ions	molecules	ions	molecules	---

 

Conclusion Questions:

1.      A strong acid is very concentrated/ exists primarily as ions. (circle)

2.      A weak base is a nonelectrolyte / weak electrolyte / strong electrolyte.

3.      A strong base is a nonelectrolyte / weak electrolyte / strong electrolyte.

4.      At the same concentration (Molarity) a strong acid will have a higher / lower / the same pH as a weak acid.

5.      As concentration of a weak acid increases, the pH increases / decreases / remains constant.

6.      As concentration of a weak base increases, the pH increases / decreases / remains constant.

7.      As the concentration of a weak acid increases, the number of ions increases / decreases / remains constant.

8.      As the concentration of a weak acid increases, conductivity increases / decreases / remains constant.

9.      As the strength of a weak acid increases, the proportion of ions to molecules increases / decreases.

10.  As the strength of a weak acid increases, the conductivity increases / decreases / remains constant.

11.  What are the pH values of a weak acid with a concentration of 0.10 and a strong acid with a concentration of 0.01, ten times lower?     Weak acid, 0.10 M:4.0    Strong Acid, 0.01 M :2.0

 

Activity #6

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

0 F=2.55.2 Kelvin

32 F=273 Kelvin

70 F=294.1 Kelvin

212 F=373 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?

A. The molecules started to slow down to the point where they were barely moving. The hydrogen molecules were attracted to each other and came close together and were 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.

A.Temperature-589 K, Pressure- 63 ATM

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

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

-We did this by looking at all sorts of modelling and trying to use the models to better understand what was happening.

A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations
-We collected alot of data throughout this activity by looking at all sort s of different models, draw, and explain what was taking place in the photos.

Activity #5

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.

Lithium:3 Protons, 3 Neutrons, Density - 0.53 g/cm3

Boron:5 Protons, 6 Neutrons, Density - 2.34 g/cm3

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

Density is defined as its mass per unit volume. Density = Mass / Volume  (p=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.

Density Worksheet

Name:________

1. Using the Density Simulation write down which materials you think will float and which will sink.

A. Float; Styrofoam, Wood, Ice Sink; Aluminium, Brick

2. Now using the Density Simulation again write down the Mass, Volume, and Density of the Materials. Then state whether the material floated.

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Styrofoam	0.75	5.00	0.15	yes
Wood	2.00	5.00	0.40	yes
Ice	4.60	5.00	0.92	yes
Brick	10.00	5.00	2.00	no
Aluminum	13.50	5.00	2.70	no

Based on your initial guess were you right or wrong on whether the object would float or not? Why do you think the wood, ice and styrofoam floated and the brick and aluminum did not?

4. 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

Block A:
Mass = 65.14 kg
Volume = 3.38 L
Density = m/V = 19.27 kg/L


Block B
Mass = 0.64 kg
Volume = 1.00 L
Density = m/V = 0.64 kg/L


Block C
Mass = 4.08 kg
Volume = 5.83 L
Density = m/V = 0.69 kg/L


Block D
Mass = 3.10 kg
Volume = 3.38 L
Density = m/V = 0.92 kg/L


Block E
Mass = 3.53 kg
Volume = 1.00 L
Density = m/V = 3.53 kg/L

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

A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed
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
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.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
D.4.5 Construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data

Activity #4

Exploration of Science Education Standards:


A.When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed. We did this in the first activity when the teacher provided questions for us to answer, and we had to come up with our own scientific experiment to judgment the previoius questions. Once we did that we were able to provide answers to the teachers questions.

B. 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. In this class i have had to use mulitiple sources to get information from encyclopedias to web searches i have had to utilize all my sources to answer the questions.

C. Use data they have collected to develop explanations and answer questions generated by investigations. I used this in my Biology class this summer, Th teacher provided us with the expectation of the experiment on males versus females on different tests.  He provided us with data from the different experiments and then we  had to use them to explain if there was a difference between females and males when it came to certain tasks, such as threading a needle.   We then used this data to answer questions about the experiment and what we thought about our hypothesis and the actual results.

D.Observe and describe physical events in objects at rest or in motion. I did this in Elementary school when we built small scale cars and had to create them to how we thought they would go the fastest based on the shape and model of the car and how must resistence it would have and if it could make it up a hill or not. We learned all about the physicial side of objects in motion and what happens with objects at rest.

E. Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes. We did this in my 6th grade science class for a week we had to watch the news and weather and keep data charts of the weather over a period of time. We learned all about the temperature, humidity, and precipitation, and changes that happened over the course of time.


F.Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type. I learned this in kindergarden when we had chicken eggs in our room that we got to watch hatch and grow until it was time to let them go. We learned all about the different stages of life of a chicken.


G. 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. Well i think i learned about this in school when we had to do project that involved asking our grandparents or elder about what it was like when they grew up and what kinds of things they did and how things have changed over time.

H.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. We have always been able to have technology at reach whether it was our game boy or the remote.  We also use it in school as a faster source of information or comunication. Because we grew up like this we don’t know what it is like to not have quick information.  As for transportation we are used to cars, trains, planes, etc and always having them available.  Finally, we learned a lot about our health care by going to the doctor throughout our childhood.