Blog Activity 8: Final Post

1)     For my activity I chose to use the States of Matter (atomic bonding) PhET simulation. If I used this simulation for a lesson I would use the tab "solid, liquid, gas." First I would show the simulation to the class on the projector. I will point out the molecule key and have them identify what the water molecule looks like. Next I would put the water in the solid state  in the simulation and have the students describe the solid water all the while I would be writing the describing words on the board. Next I would ask them to describe the liquid and lastly the gas. After describing the states of matter I would ask the students to get up out of their chairs, join hands with the people next to them or be touching shoulder to shoulder. Then I would ask the students to act like the solid water where each of them are a water molecule. We would follow this up by then acting as liquid water and finally the students would act like gaseous water.

The follow up questions would be:

           1: What type of water moves the fastest?:

           2: What type of water stays in place the most?
         
           3: What type of water took the most energy to act out?

           4: What type of water took the least type of energy to act out?

           5: What two types of water were always touching each other?

           6: What moves faster a gas or a liquid?

           7: What moves slower a liquid or a solid?

Next Generation Science Standards (2nd Grade):

2-PS1-1: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

2-PS1-3: Objects may break into smaller pieces and be put together into larger pieces, or change shapes.

2-PS1-1: Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. 

2)     My understanding of science in general has broadened and this course has given me a wide basis of chemistry knowledge to draw from. This course has opened up my eyes to the concepts of chemistry and has helped me further my understanding of science in all areas. For example, I know understanding the chemistry concepts covered in this course can give me a better understanding of physics and biology concepts. Not only do I feel as though the course has helped me with my own learning, but I know it will serve me well as teacher.  This class has provided me with subject matter that I can pass down to students and begin to cultivate scientific learning within them.

      3)     The most challenging concept covered in this course was one of the last chapters, properties of gases. I found these concepts the hardest to understand because there were plenty of laws that we had to remember and understand how they impacted gas, if something impacted it directly or inversely. Another reason I think this might have been more difficult to grasp was because solid and liquids are tangible and something we observe on a daily basis, but gas is not.

      4)     In order to help students understand science I think that visual and hands on experiences are needed. In order to make sure students really get an experience that requires the use of most of their senses lesson plans need to be developed around doing activities such as some very basic PHET simulations or just  basic experiments in combination of answering questions to help convey the scientific concepts targeted, similarly to how we learned in this class.

   
      5)     When I think about my future education and my future in general I think that I have a better grasp on the scientific process. When implementing a new lesson plan or some sort of learning objective I think if I use a scientific approach to implementing it I can better understand what does and what doesn’t work and why. Another thing that this course has taught me is that I need to be more self-disciplined. Getting through this course was difficult for me because I am so accustom to attending lecture and learning in that manner.  To take an online summer course has put out of my element and really made me realize that I need to tighten up my studying habits. Lastly, the major information that I learned was a broad basis of science knowledge that I am more familiar with and at the same time I feel more comfortable with teaching the material in the future. I won’t teach as advanced material obviously, but I do feel better about how to convey scientific material. 

Blog Activity 5: States of Matter

1:  Fahrenheit to Kelvin Conversion

·       0° F = 255.4 K

·       32° F = 273.2 K

·       70° F = 294.3 K

·       212° F = 373.2 K

2:  

3: As the water molecules are cooled down they begin to align with much more uniformity. The molecules line up in such a way that the main intermolecular force at play is hydrogen bonding, where oxygen atoms attract hydrogen atoms and vice versa.

 4:  A pressure and temperature that creates liquid oxygen is 3 atm at 73 K.

 5:  1) Science knowledge helps us know about the world.
      2) Scientists study the natural and material world.

Blog Activity 7: Gases

1)    B is the correct answer because both balloons are under the same conditions

2)    B is the correct answer because the conditions of both balloons are the same.

3)    B is the correct answer because of Avogadro’s Law states that fixed temperature, pressure and volume is proportional to the amount of gas.

4)    C is the correct answer because the lighter the gas the quicker it will move.  

5)    A is correct because when volume is decreased less space is available for the molecules to move around therefore increasing the pressure.

6)    B is correct because changing elevation (pressure) does not impact the amount of molecules of air contained in the shampoo bottle.

7)    B is correct because the pressure difference from Denver to Boston would not have enough force to impact the bottle to squish and change the pressure of the air inside by changing the volume of the container.

8)    A is the correct answer because the pressure inside the bottle would correlate to the pressure from Denver and the pressure outside would correlate to Boston’s air pressure. Denver is at a higher elevation and therefore has less air pressure than cities at lower elevations.   

9)    A is the correct answer because the container can be effected by pressure as opposed to the rigid shampoo container.  

Activity 6: Acids and Bases

                      Clicker Questions pH scale

1)     B is the answer because pure water can be clear like solution A in this example and it is neutral.

2)     D More than one (B and C) is the answer because solution B and C are above a pH of 7 which indicates that they are basic.

3)     C is the answer because it has many more hydronium ions than hydroxide ions which mean it is much more acidic.

4)     B is the correct answer because the concentration of hydroxide ions is higher than hydronium.

5)     D More than one (A and B) is the answer because both samples A and B have more hydronium ions within their solutions than hydroxide.

6)     A is the correct answer because adding water will dilute the concentration of the acid causing the pH to be more dilute.

7)     B is the answer because when adding more water the ions of the basic solution will become more dilute causing the concentration to be dilute and the pH to decrease.

8)     A is the correct answer because the lower the pH the more acidic the solution is and the higher the pH is the more basic the solution is.

9)     E is the correct answer because the hydronium to hydroxide ratio is the value that one most observe.

10)  A is the correct answer because if extra hydroxide ions are added to the solution then the solution will attempt to reach equilibrium by  shifting to the left.

Intro into Strong and Weak Acids and Bases

Blog Activity 1: Scientific Method

1. Pictures

                             (cold water = regular water)

                       

                       

2.   Hypothesis

• Does hot water or cold water freeze faster? My hypothesis to this question is based on the difference of temperature leading me to believe that cold water would freeze faster than hot water because the temperature of the cold water is closer to freezing than the temperature of the hot water. 
• Does hot water or cold water boil faster? My hypothesis to this question is based on the difference of temperature leading me to believe that hot water would boil faster than cold water because the temperature of the hot water is closer to the boiling point than the temperature of the cold water.
• Does salt water freeze faster or slower than regular water? My hypothesis to this question is based on a real world application. Salt brings up the temperature of ice in the winter melting it on sidewalks. I believe that the regular water will freeze before the salt water because it disrupts the bonding between other water molecules. 

3. 

Boiling Experiment

Freezing Experiment

4.

 Boiling Experiment (Trial 2)

Freezing Experiment (Trial 2)

___________________________________________________

Boiling Experiment (Trial 3)

 Freezing Experiment (Trial 3)

5. Controlled Variables:

 Boiling Experiment: 

• Same amount of water was used per trial (200 mL).
• Each time the water was boiled it was in the same size sauce pot.
• The pot was allowed to cool down completely by running it under water for ten minutes and letting it sit for 20 minutes after every use.
• The burner was turned on high to ensure the same amount of heat was used every time.
• Same timer was used per trial (phone timer).
• Starting water temperature was attempted to be controlled in every trial as best as possible. 

Freezing Experiment:

• Same amount of water was used per trial (50 mL).
• Same size and style cup was used for each variable water type.
• The placement within the freezer was identical for every trial.
• The same amount of salt was used for every trial of salt water. 
• Starting water temperature was attempted to be controlled in every trial as best as possible.

6.

The theory behind my hypotheses is based of the idea of phase changes. When a liquid's particles are cooled down under a specific pressure they can go through the phase change of freezing and become a solid. When a substance's temperature is closer to the temperature need to go through a phase change it will take less time to get to that point and go through with it than a substance with a temperature that is farther away. 

7. 

8.

http://www.youtube.com/watch?v=KCL8zqjXbME 

9.

• The scientific method begins by doing background research. For my experiment I did a little bit of dig on the outcome of each event by searching on the internet for reasons why the results occurred in similar experiments.
•  The next step in the scientific method was to identify a question or a problem. These questions were asked for us in the beginning of the experiment by asking what temperature water freezes faster, what temperature water boils faster, ect.
• Next comes formulating a hypothesis. This is answering the questions that were asked with the previous background research in mind.
• Following that comes the experimentation. We did this by controlling variables that were stated above to obtain the most accurate results possible. 
• Next we identify independent and dependent variables. For example, the salt in the water raises the temperature of the water which would be considered the independent variable and the dependent would be the water not freezing.
• After that we have to ensure that we continued on with the same setup. For example it might of been better to try and get the starting water temperature the same for every trial.
• Lastly, record the results and if not consistent with the hypothesis restart. Luckily, my results matched my hypotheses.

10.

The reproducibility of the experiment would be very easy to do because if someone were to come into the experiment not knowing anything they could look at my controlled variables. After reading the controlled variables and proceeding in the same exact fashion as I did they would be able to get similar results. The average values for the experiments are as follows:

Water Boiling

Hot Water Time: 152 sec

Cold Water Time: 263 sec

Water Freezing

Cold Water: 7073 sec

Hot Water Time: 7533 sec

Regular Water Time: 7173 sec

Salt Water Time: NA

11.

Matter is all around us and can be found in various forms. These forms are better known as states of matter and they include solid, liquid and gas. These states of matter interact on a daily basis and substances that are in one state can change into others. This is known as a phase change. Phase changes are dependent on temperature and pressure. At certain temperatures a liquid can be heated up to evaporate and become a gas. Likewise, a liquid can be cooled down to become a solid. In this lab we explored the states of matter and how temperature effects the ability of a substance to change from one state to another.

In this lab we preformed two different type of experiment and preformed them three times each. For the first experiment we observed which type of water boils faster, cold or hot. In this experiment we had to control many variables to make sure that the only thing that effected the results was the temperature of the water. The variables that were controlled are stated above. The results showed that hot water boiled faster than cold water which makes logical sense. When thinking about it logically we know that water at a temperature closer to the boiling point will reach it sooner than water is colder. The second experiment we explored weather or not temperature and salt effected freezing. Like the first experiment, controlled variables were defined to ensure that the only temperature or salt effected the results. The results came out to be very logical where the coldest water froze first and the salt water froze last.

In the boiling experimentation portion of the lab I found that hotter water boils faster than cold which is probably used everyday in kitchens around the world. If someone wants their pasta to be cooked faster they would probably start the cooking with hot water to make sure that food gets done faster. In the second experiment I observed weather or not salt water freezes faster than normal water and found that it did not. If we apply real world concepts to this idea we can understand why the results came out the way they did. For example, when ice covers the side walk we lay salt down to raise the temperature of the ice to and stop it from forming.

References:

"File:Water molecule.png - Wikimedia Commons." Wikimedia Commons. N.p., n.d. Web. 22 July 2013. <http://commons.wikimedia.org/wiki/File:Water_molecule.png>.

"States of Matter - YouTube." YouTube. N.p., n.d. Web. 22 July 2013. <http://www.youtube.com/watch?v=KCL8zqjXbME>.

Blog Activity 4: Density

1.  Lithium and Boron Atoms


• Picture of Lithium



Stable Lithium:
Protons: 3
Neutrons: 3
Electrons: 3
Density: 0.534 g/cm ³
• Picture of Boron

Stable Boron:

Protons: 5

Neutrons: 5

Electrons: 5

Density: 2.37 g/cm ³

2. Density defines how compact a substance is using the measurements mass and volume. 

    Density equation: density=mass/volume

3. The activity that I chose was Density-MS by Tamara Sneed it required me to open the density simulator and complete each of the sub-simulation in the tab in the upper right hand corner. The tables below will show the data that I found. I will not bother doing the the Mystery application seeing as though it is required for the following question. The simulations that will be complete include Same Mass, Same Volume and Same Density.

Same Mass

Same Volume

Same Density

4. Mystery Simulation

5. Science Standards

- 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.

- D.4.2 Group and/or classify objects and substances based on the properties of earth materials.

- D.4.6 Observe and describe physical events in objects at rest or in motion.

Blog Activity 3: Molecules and Naming

1. 
   

Molecule-1

Web Picture:

IUPAC Name: Water

Molecule-2

Web Picture:

IUPAC Name: Methane

Molecule-3

Web Picture:

IUPAC Name: Ethanol

2.  The following 20 molecules are listed as:

Common name
IUPAC name
Molecular formula
Molecular structure

 1)  Salt
 Sodium Chloride
 NaCl

2) Citric Acid
2-hydroxypropane-1,2,3-tricarboxylic acid
C₆H₈O₇

3) Phosphoric acid

trihydroxidooxidophosphorus

H₃PO₄

4) Caffeine 

1,3,7-trimethyl-1H-purine-2,6(3H,7H)-dione 3,7-dihydro-1,3,7-trimethyl-1H-purine-2,6-dione
C8H10N4O2

5) Ascorbic Acid

(5R)-[(1S)-1,2-dihydroxyethyl]-3,4-dihydroxyfuran-2(5H)-one

C6H8O6

6) Sugar (glucose)

D-glucose
C6H12O6

7) Aspirin

2-acetoxybenzoic acid

C9H8O4

8) Folic Acid

(2S)-2-[(4-{[(2-amino-4-hydroxypteridin-6-yl)methyl]amino}phenyl)formamido]pentanedioic acid

C19H19N7O6

9) Vitamin D (Cholecalciferol)

(3β,5Z,7E)-9,10-secocholesta-5,7,10(19)-trien-3-ol

C27H44O

10) Vinegar 

Acetic Acid

C2H4O2

11) Calcium Carbonate

Calcium Carbonate

CaCO3

12) Acetone

Propanone

C3H6O

13) Aspartame

N-(L-α-Aspartyl)-L-phenylalanine, 1-methyl ester

C14H18N2O5

14) Benzyl Alcohol 

Phenylmethanol
C7H8O

15) Glycerin
propane-1,2,3-triol

C3H8O3

16) Sodium Fluoride

Sodium Fluoride

NaF

17) Sodium dodecyl sulfate 

Sodium lauryl sulfate
NaC12H25SO4

18) Polyethylene

Polyethene or Poly(methylene)
(C₂H₄)_nH₂

_{19) Cortisol} 
(11β)-11,17,21-trihydroxypregn-4-ene-3,20-dione

C21H30O5

20) Ammonia

Azane

NH3

3. The molecules Carbon, Hydrogen and Oxygen make the following number of bonds respectively  four, one and two.

4. IUPAC stands for International Union of Pure and Applied Chemistry.

5. From what I have found searching the internet the main ingredients in Green Aussie Cleaner are alkyl polyglyocsides. These type of molecules are composed of an alkyl tail and a polar sugar head. The sugar comes from corn which could be fructose, glucose or some sort of polysaccharide possible starch or cellulose. The alkyl tail comes from some sort of oil either coconut oil or palm kernel oil. In addition the solution of Green Aussie Cleaner most likely contains water (H2O) as well. When a product advertises that it is chemical free this is untrue because nothing can be chemical free.