Activity 8: Exploration of Chemistry

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.

2. Work with any of the Chemistry Simulations to create your own Teaching Idea. The criteria for this is as follows:

 Vocab to know:

• Proton: a particle of positive charge located in the nucleus of an atom
• Neutron: a particle with no charge located in the nucleus of an atom
• Electron: a particle of negative charge located outside the nucleus of an atom
• Charge: a property of matter that causes it to experience a force when near electrically charged matter. There are two types of charge positive and negative.
• Electricity: the movement of electric charge
• Static Electricity: build up of charge on the surface of an object

Questions and Guidelines:

1.  Open the Balloons and Static Electricity Simulator.
2. Does the balloon have a positive, negative or  neutral charge?
3. Rub the balloon onto the sweater.
4. Do the protons or electrons transfer to the balloon?
5. Now, bring the balloon over to the wall.
6. What happens to the electrons on the wall?
7. Hold the balloon in between the wall and the sweater.
8. What happens to the balloon?
9. Do opposite charges or like charges attract each other?

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

 MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

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 as acids and solutions with lots of OH- ions as bases.  By adding chemicals with H+ ions acidic solutions can be made.  By adding chemicals with OH- ions basic solutions can be made.


Activity Tasks:

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.

B. False: The color of the solution does not make a difference with the acidity. pH level does.

D. Two of the solutions have a pH that is above 7.0.

C. Higher concentration of H

B. Lower concentration of H

D. A and B have high levels of H

A. Acid is diluted from the water. pH is increased.

B. pH decreases when water is added.

A. A B C

C. B A C

A. Equilibrium shifts left

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

To begin this activity, review the Content Slides in D2L on States of Matter and Intermolecular Forces. We are all familiar with the states of matter (solids, liquids and gases) for many substances. In the First Activity we explored these states of matter for water. In Activity 6, we would like to take our overall understanding of states of matter to the molecular level. We will use the States of Matter simulation at http://phet.colorado.edu/ . There are two key characteristics of molecules that determine their state of matter. The first one is the temperature of the matter, and the second one is the intermolecular forces (how well atoms/molecules stick to one another) between atoms and molecules.

One of the first things to think about here is temperature. Temperature and thermometers have a very similar relation to speed and speedometers. For all practical purposes, a thermometer is really a speedometer for molecular speed or motion. At this site (another good NSF funded science education site)http://www.visionlearning.com/library/module_viewer.php?mid=48 , is a good overview of temperature with a good image of the temperature scales and conversions between different scales. Notice that the Kelvin scale starts at zero and goes up from there. This is like our car speedometer, in that at 0 Kelvin (K), molecular and atomic motions stop. As the temperature rises, atoms and molecules begin to move faster and faster.



The second thing to consider is the intermolecular forces (attractions) that exist between molecules. In the D2L content slides there are a few types of attractions described, notice all of these are defined by the attraction that exists between positive and negative charges. Water is a great example of a molecule that has strong attractions that we call hydrogen bonding. It is this strong attraction that makes water a unique molecule on our planet. It turns out that the hydrogen atoms tend to be positive in charge, and the oxygen atoms tends to be negative in charge.



Tasks to be completed for Activity 6

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

•  0°F = 255 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?

• Molecules are all touching and not moving. They are all attracted to each other at O K.

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.

• 60 ATM
• 57 K

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

•  D.12.1 Describe atomic structure and the properties of atoms, molecules, and matter during physical and chemical interactions

• D.12.9 Describe models of light, heat, and sound and through investigations describe similarities and differences in the way these energy forms behave

Activity 5: Density

One of the most common attributes of chemical materials that we observe and feel on a daily basis is the density of materials.  One of the things we notice in the structures of atoms, is that the atom is mostly space, with a small heavy nucleus and very light electrons orbiting the nucleus. So, how heavy something feels is related to how many protons and neutrons are in the nucleus of atoms that make up molecules.  For example, aluminum is much lighter than iron.  The "heaviness" of a material is quantified through a characteristic called density.
For this activity, and future ones, we will introduce the usage of simulations and gaming to aid in our understanding of chemical principles. The simulation package we will utilize can be found at this site:
http://phet.colorado.edu/
There are many of this types of things being developed on the web, I have found this one to be excellent for many reasons.
1. It is free!  This is an activity supported by the National Science Foundation and many others to aid students and educators.
2. I find the interface to be easy and good for entry level science students and even advanced students.  I have found that my 2nd grade son can use these simulations.
3. The science principles covered are very good, and the simulations are quite "real."
4. There is a developing support community for these simulations.  For example there is a section for teachers in which there are pre-developed activities and a way to share your own activities.
For future educators and parents, I encourage you to encourage your future school districts to utilize these types of simulations in science education.  Students tend to become engaged, and it can alleviate some of the costs and struggles of doing actual experiments in the classroom.

To complete Activity 5, complete the tasks below:
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
Protons:3
Neutrons:3
Electrons:3
Density: 0.534 g·cm⁻³

Boron
Protons: 5
Neutrons: 6
Electrons: 5
Density: 2.08 g·cm⁻³

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

•  
  the degree of compactness of a substance
•  density=mass/volume

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

Introduction:  Density is a physical property of matter that is calculated by dividing the mass of an object by its volume.  Volume can be computed for a regular object by multiplying length x width x height.  Another way to compute volume is by submerging an object into a liquid.  You must record the starting volume of the liquid and the final volume after the object has been submerged.  Then subtract the starting volume from the final volume. 

Procedure:

• Open the internet browser and enter the address:  http://phet.colorado.edu
• Click on “Play with Sims” and select “Chemistry” from the menu on the left.
• Open the “Density” Simulation and select “Run Now”

Objectives:

• Describe how the concept of density relates to an object's mass and volume.
• Explain how objects of similar mass can have differing volume, and how objects of similar volume can have differing mass.
• Measure the volume of an object by observing the amount of fluid it displaces.
• Identify an unknown material by calculating its density and comparing to a table of known densities.

Investigate:

1.      On the Blocks menu (top right) select Same Mass. 

2.     One at a time, take a block, lower it into the liquid, and record its volume.  If it floats, you will need to hold it under the water to record its volume.  Then compute each block’s density.

SAME MASS

Blue:               
 mass:5 kg =1.0 kg/L
volume:5 L

Yellow                      
mass: 5kg=0.5 kg/L                                  

 Volume: 10 L

Green                     
mass : 5=2 kg/L 
 Volume: 2.50

Red                          
mass: 5=4.0 kg/L                                  

 Volume: 1.25 L

3.     Repeat for Same Volume.

Blue:                
mass: 6 kg = 1.2 kg/L                           
 volume 5 L         

Yellow                     
 mass: 6 kg= 1.6 kg/L              

 volume: 5 L

Green                     
mass: 4 kg= 0.8 kg/L                                    

volume: 5 L

Red                          
mass: 2kg= 0.4 kg/L 
volume: 5 L

4.     Repeat for Same Density

Blue:               
 mass: 3kg=0.8kg/L                         
 volume: 3.75 L          

Yellow                      
mass: 4 kg=0.8kg/L                                                   

volume: 5 L

Green                      
 mass: 2 kg=0.8kg/L                              

   volume: 2.5L

Red                          
 mass: 1kg=0.8kg/L

  Volume: 1.25L

5.     Repeat for Mystery.  This time  you will also have to take the mass of each object.  After computing the density,  select Show Table and identify each object.

          IDENTIFICATION

A:  Blue                    
mass:0.64kg=0.64 kg/L                        APPLE                                 
volume:1L          

B : Yellow 
 mass: 65.14kg=19.27kg/L                 GOLD            
 volume: 3.38 L

C  :Green                              
mass: 4.08kg=0.70kg/L                      GASOLINE              

volume: 5.83 L

D : Red                                
 mass: 3.10kg=0.92kg/L                           ICE                      

Volume: 3.38 L

E:Purple                                 
mass: 3.53kg =3.53kg/L                       DIAMOND
Volume: 1 L    

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

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

 

 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

Activity 4: Exploration of Science Education Standards

CHEM 105 not only provides an opportunity for students to learn more about chemistry and science, but it also offers an opportunity for future educators, parents and members of society to understand the expectations society has created for science education standards. In the last four activities (5-8) we will explore science concepts and also relate these to the science standards we will first explore in Activity 4.
For this activity please refer to the Wisconsin Science Standards at this website:
http://www.dpi.state.wi.us/standards/sciintro.html

At this site you will find Standards A- H for grades 4, 8 and 12.  Since most of the students in this class are future early childhood educators, I would like for you to focus on the Grade 4 Standards. 

•  A.4.1 has been met by conducting experiments in this chemistry class as well as my biology class that I took last semester. Prior to doing the experiments and/or labs I answer questions involving what will be learned during the lab and I began thinking about how the lab will go and possible questions/hypotheses that come up. During these labs or experiments there is a constant thought process and constant analysis.
• B.4.1 has been met in both of my science classes as well. This chemistry class is predominately through research on the internet. My biology class however also entailed sources including weekly texts, computers, journals, professors, and lab partners to work with. These are all great sources for exploration and gaining scientific knowledge.
• C.4.2 has been met in this class as well as my biology class. A prime example is the first experiment where I had to create my own hypotheses for three questions and then continue to test these hypotheses in my own way that I found fitting. I had to plan, observe, predict, and explain the findings of my experiments.
• D.4.1 was met in this class particularly in the Activity 3 where I researched 20 different molecules, structures, and names; becoming more and more knowledgeable of the elements, how to use the periodic table, and thinking about everyday things that I use and breaking them down into molecular structures. The first activity also dealt with substances in different states - solid, liquid, and gas, as I tested how to change water from a liquid to a solid in the quickest way possible with the tools that I had.
• E.4.1 was met in a lab that I did in my biology class where I did a lab at the Dunnville Bottoms. We investigated, took samples, and recorded what we found both in prairie environments versus forest environments. We took samples of the soil and looked at what grew there and why.
• F.4.2 was met in my biology class where we looked and investigated organisms and how they responded to internal cues and external cues. The class, Plants and People, connected the way that we live to plants in particular and looked at what makes plants the way they are and what makes animals the way they are. We studied in depth the history of how agriculture, evolution, and domestication took hold and made us who we are today.
• G.4.3 was also met in my biology class when we focused on sustainability in our environment. The technology that we have today allows for bigger farms, however to create a more sustainable environment it will be more successful to stop mono cropping and create more nutrient rich soil by adapting more diversity into our local farms. Technology such as genetically modified organisms have helped farmers protect against insects and diseases, but that may not be the best solution, however constant changes arise in science due to technology.
• As I described in my last paragraph about technology, I have also met H.4.1 by learning about technology and the pros and cons of farming. Through technology and genetically engineering plants food has been made that can be produced faster, larger, and round up ready. Sometimes plants are modified to taste better, however sometimes with these modifications they lose their flavor. There are also concerns of plants evolving to reproduce with the genetically modified genes and turning into something unknown and/or invasive.

Here is a link to the sub-standards for Standard A:
http://www.dpi.state.wi.us/standards/scia4.html
Also for this activity, you are to explore the Next Generation Science Standards.  These are new standards that are being proposed at the federal level that many states, including Wisconsin, are now in the process of developing adoption plans.
http://www.nextgenscience.org/
As you explore this site, and perhaps others that are related, answer the following three questions.
1. What do you see are big changes compared to the previous standards?

•  Focus on student performance expectations instead of curriculum
• Focus on a deeper understanding and application of content
• Concepts build coherently K-12
• Science and engineering are integrated
• Prepping students for college, careers, and the future
• English and mathematics are aligned as well

• A more "real world" application:
•  K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
  “The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.”

2. How are these standards connected to the other disciplines such as math and literacy?

•  The science standards connect to the core standards of math and literacy to create a comprehensive learning environment.

3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?

• As an art education major, I understand the importance of integrating other subjects into my own curriculum, however it is also a challenge to create a curriculum that covers everything necessary in such a short period of time over the school year and to integrate math and literacy, although a good thing, may cut time out of the time spent on science.

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 IUPAC name of the molecule. 

a.      Water

b.     Carbon Dioxide

c.      Cyanogen Chloride

  
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. Sugar,

C12H22O11

 (2R,3R,4S,5S,6R)-2-[(2S,3S,4S,5R)-3,4-dihydroxy-2,5-bis(hydroxymethyl)oxolan-2-yl]oxy-6-(hydroxymethyl)oxane-3,4,5-triol

 2. Cocoa Powder

 C₇H₈N₄O₂

 3,7-dimethyl-1H-purine-2,6-dione

3. High Fructose Corn Syrup

1,3,4,5,6-Pentahydroxyhex-2-one

C₆H₁₂O₆

4. Cocaine
methyl (1R,2R,3S,5S)-3- (benzoyloxy)-8-methyl-8-azabicyclo[3.2.1] octane-2-carboxylateC17H21NO4

5. Methamphetamine
N-methyl-1-phenylpropan-2-amine
C10H15N

6.

Lysergic acid diethylamide
C20H25N3O
(6aR,9R)- N,N- diethyl- 7-methyl- 4,6,6a,7,8,9- hexahydroindolo- [4,3-fg] quinoline- 9-carboxamide

7. Alcohol
C2H6Oethanol

8. Vinegar
C2H4O2
Acetic acid

9. Baking Soda

Sodium bicarbonate
Sodium hydrogen carbonate

10. Adderall

1-phenylpropan-2-amineC9H13N

11. Table Salt
NaCl
Sodium chloride

12. Vanilla

4-Hydroxy-3-methoxybenzaldehyde

C₈H₈O₃

13. Aspirin
C9H8O42-acetoxybenzoic acid

14. Hydrogen peroxide
2(HO)
dihydrogen dioxide

15. Propane
C3H8Propane

16. Sulfuric acid
H2SO4
Sulfuric acid

17. Nicotine
3-[1-methylpyrrolidin-2-yl]pyridineC₁₀H₁₄N₂

18. Cornstarch
C₂₇H₄₈O₂₀5-[5-[3,4-dihydroxy-6-(hydroxymethyl)-5-methoxyoxan-2-yl]oxy-6-[[3,
4-dihydroxy-6-(hydroxymethyl)-5-methoxyoxan-2-yl]oxymethyl]-3,
4-dihydroxyoxan-2-yl]oxy-6-(hydroxymethyl)-2-methyloxane-3,4-diol

19. Carbonated water
H₂CO3
Carbonic acid

20. Citric acid

2-hydroxypropane-1,2,3-tricarboxylic acid
C₆H₈O₇

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 bonds
• Hydrogen: 1 bond
• Oxygen: 2 bonds

4. What does IUPAC stand for?

•   IUPAC: 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?  Here is an example:
http://www.naturalhealthcareproducts.com/Cleaning-Products.php
Do a little web searching and propose what chemicals are actually in this product. Keep in mind, that everything at the molecular level is a chemical, whether it be made in nature or in a lab.

• "Naturally occurring substances that may replace synthesized cleaning products include vinegar, lemon juice and baking soda.^[4] Lemon juice may be used as a degreaser in the place of cleaners that contain chemically active solvents such as 2-butoxyethanol. Vinegar is another popular replacement for acidic cleaners that kill most bacteria and germs because the acetic acid it contains that can upset pH balance. Baking soda, sodium bicarbonate, is an alkaline, buffering compound that can replace cleaners as it neutralizes the pH of the surrounding environment. The neutralizing and buffering capacity of baking soda make it a very effective cleaning product that also refrains from negatively affecting the environment.^[4]"
   
   http://green.wikia.com/wiki/Environmental_impact_of_cleaning_agents