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