Activity 8

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: Balloons & Static Electricity

Go to Google and search “PhET Simulations”.  On the left side of the page, click on “Electricity, Magnets & Circuits.”  On the right side of the page, scroll down to find the “Balloons & Static Electricity” simulation.

Lab Questions:

Answer questions #1-3!

1.      Play with the simulation and observe what happens when the balloon is rubbed on the sweater.  Explain why this happens.  ___ The balloon becomes negatively charged and the sweater becomes positively charged. _________________________________

2.      The process you completed in #1 is a called charging an object by friction.  Bring your charged balloon near the wall and describe what happens to the wall.  Explain why this happens.  The balloon repels all of the positive charges of the wall when the balloon touches that section of the wall. This is because of polarization.  ________________

3.      The effect you observed in the wall in #2 is called polarization.  Now, take your charged balloon and place it somewhere between the wall and the sweater.  Observe what happens, and describe it here.  Explain why this happens!  _The balloon goes to the sweater because it is the most positive charged item.  This is because the ballon wants to connect with the opposite (opposites attract)._______________________

Post-Lab Questions: 

Write the letter of the correct answer on the blank provided.

_____  1.  When charging an object by friction,

a.   only the positive charges move from one object to the other.

b.   only the negative charges move from one object to the other.

c.   both the positive and negative charges move from one object to the other.

d.   neither the positive nor the negative charges move from one object to the other.

_____  2.  When an object becomes polarized,

a.   only the positive charges move within the object.

b.   only the negative charges move within the object.

c.   both the positive and negative charges move within the object.

d.   neither the positive nor the negative charges move within the object.

_____  3.  Based upon what you saw in this lab, then, it can be said that

a.   positive charges are stationary within objects.

b.   negative charges are stationary within objects.

c.   positive charges are mobile within objects.

d.   negative charges are mobile within objects.

e.   both a and b

f.    both a and d

g.   both b and c

h.   both c and d

John Travoltage

Go to Google and search “PhET Simulations”.  On the left side of the page, click on “Electricity, Magnets & Circuits.”  On the right side of the page, scroll down to find the “John Travoltage” simulation.

Lab Questions:

Answer questions #1-3 

1.      Rub John Travoltage’s foot on the carpet and observe what happens.  What is this called?  ­­­­­­­­­­­­­­­­­_His body becomes positively charged. This is called friction and I saw it in the balloon activity. When the foot is rubbed the positive charges are transferred to his body from the carpet. _______________________________________________________________________

2.      Watch after you stopped rubbing John Travoltage’s foot on the carpet, what happened to the charges in his body?  They stopped moving and spread out.____  Were the charges in his body positive or negative? __It is a negative charge.____  Explain why the charges do what they did.  _When the leg is moving the charges are gaining power or energy and when the leg stops the power supply stops and they stand still.

3.      Now, touch John Travoltage’s hand to the door knob.  Observe what happens.  Explain why this happens. The negative charges are released from his body as a shock wave because they are connecting to a positivly charged object (opposites attract again.) ____________________________ _______________________________________________________________________ _______________________________________________________________________

Post-Lab Questions: 

Write the letter of the correct answer on the blank provided.

_____  1.  Over time, all the negative charges in an object,

a.   remain clustered together where they were placed.

b.   spread out over a small area on the object.

c.   spread out over a large area on the object.

_____  2.  When a charged object touches a conductor,

a.   the positive charges move to the conductor and exit the object.

b.   the negative charges move to the conductor and exit the object.

c.   both the positive and negative charges move to the conductor and exit the object.

d.   neither the positive nor the negative charges move to the conductor and exit the object.

_____  3.  Based upon what you saw in this lab, then, it can be said that

a.   a person cannot be shocked if they have an excess charge on them.

b.   a person cannot be shocked if they have neutral charge.

c.   a person can be shocked at any time because it doesn’t depend on the charge the person has.

Part 2: Work with any of the Chemistry Simulations to create your own Teaching Idea. 
MY TEACHING IDEA:

1. Go to the Building a Molecule simulation: phet.colorado.edu/en/simulations/build-a-molecule
2. Complete the first 5 levels of the simulation.
3. Draw the molecule for:
  

PH3
CH4
2N2
N2O
Ammonia
Hydrogen Sulfate
Phosphine

4. What is a chemical formula? Give an example. _H₂O= water ______
5. Name three examples of a molecule’s name. ____Methane, Hydrogen, Oxygen_____________________________

6. Write the name of the Molecule and its chemical formula.

Piture	Chemical formula	Name of molecule
	CO2	Carbon Dioxide
	NH3	Ammonia
	N2	Nitrogen
	BH3	Borane
	CH4	Methane
	SO2	Sulfur Dioxide

5. Why can’t the 2 Oxygens be touching when you create CO2? ________It changes the make up of the molecule and becomes a different one._____________________
6. Can the 2 Nitrogens be on either side of the Oxygen in N₂O? __No it cannot be on either side because it will change the molecule into something else. _______
7. Are these two the same Molecule?
a. Yes
b. No
8. What has changed to make Hydrogen (H₂) into Water (H₂O)? ___It added an Oxygen atom to its genetic make up. ___________________



*3 Teaching standards for 4^th  graders:
A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed.
A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred.
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.

Activity 1

Activity 1: Scientific Method and States of Matter 
To complete this activity each student it to design, conduct, and report on an experiment and answer the following questions. There is no set procedure for this. This activity is designed for students to think about and create an experiment.

Here are three experimental questions to answer:
1. Does hot water or cold water freeze faster? Cold
2. Does hot water or cold water boil faster? Hot
3. Does salt water freeze faster or slower than regular water? slower
Boiling:

Amnt of water	Type of water	Experiment 1	Experiment 2	Experiment 3
1 cup	Cold Water	149	152	156
1 cup	Hot Water	145	149	151

Freezing:

Amnt of water	Type of water	Experiment 1	Experiment 2	Experiment 3
½ cup	Cold water	60	58	61
½ Cup	Hot water	81	83	85
½ Cup (1Tbsp salt)	Salt water	99	93	95

Questions/Items to then include in you blog posting for this activity:
1. Pictures of your experimental materials and setup.

2. Your hypothesis to the questions posed.
I believe that the hot water will boil faster than the cold water.
I believe that the regular water will freeze faster than the salt water.
I believe that the cold water will freeze faster than the warm water.

5. List your controlled variables for your experiment:
          - Same amount of water is used.
          - Same containers were used.
          - Temperature of the freezer is the same
          - All of the water was boiled/frozen at the same time
6. Formulate a theory that answers the questions posed.

A. Does cold water or hot water freeze faster? This is because the hot water has to cool before it can be in the same state the cool water started in.

Mepmba effect: is the observation that warmer water sometimes freezes faster than colder water. Although the observation has been verified, there is no single scientific explanation for the effect. http://en.wikipedia.org/wiki/Mpemba_effect

B. Does hot or cold water boil faster? Hot water does because the molecules are already starting to move faster than the molecules in cold water.

C. Does salt water or regular water freeze faster? The salt makes the freezing point of water lower. The salt is getting in the way of the water molecules fusing like they normally would without the salt there.

7. Image of the atoms that make up water molecules.

8. Video or animation that shows how water molecules are arranged in the three states of matter for water.
http://www.youtube.com/watch?v=v12xG80KcZw
9. Describe the scientific method/process and how each step correlates to your own experiments.
1. Ask a question: You gave us 3 questions to answer.  Does hot water or cold water freeze faster? Does hot water or cold water boil faster? Does salt water freeze faster or slower than regular water?
2. Construct a hypothesis: My hypotheses were: I believe that the hot water will boil faster than the cold water. I believe that the regular water will freeze faster than the salt water. I believe that the cold water will freeze faster than the warm water.
3. Test your hypothesis/Experiment: I tested all three of my hypotheses with three different experiments that pertained to answering my questions.
4. Analyze your data/Draw conclusion: I analyzed my data by answering the question of formulating your theories. 

Activity 6

Tasks to be completed for Acitivity 6

1. Convert

0°F: 255.3722222 kelvin

32°F: 273.15 kelvin

70°F: 294.26111111 kelvin

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?

Hydrogen and Oxygen atoms seem to be drawn to each other. When the water is cooled the honeycomb shape is formed by the molecules.

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: 252 K        Pressure: 19.44 atm

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

Science as Inquiry A: A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred

Physical Science B: B.4.3 Show* how the major developments of scientific knowledge in the earth and space, life and environmental, and physical sciences have changed over time

activity 7

 This is false because it tells you the molecule(s) being examined (ie. blood, milk, water).

 

A. Water pH =7 B. pH =13  C. soda pop pH =2.5

 

A.Coffee pH =5 B. soda pop pH =2.5 C. custom pH =13

 Water deludes it, the pH goes up and the acidity goes down.

 The more water the lesser the baseity.

 A milk, B blood  C. custom at pH =12

 A. pH =7   B. pH =13  C. soda pop pH =2.5

Activity # 5: Density

1.
Li: Protons: 3
      Neutrons: 3
      Electrons: 3
      Density: 0.53 g/cm³

Boron:  Protons: 5
      Neutrons: 6
      Electrons: 5
      Density: 2.34 g/cm³

2. Define density and the equation for density and post on your blog.
            DENSITY is a physical property of matter, as each element and compound has a unique density associated with it. It is the measure of the relative "heaviness" of objects with a constant volume.

            EQUATION:     Density= Mass/Volume g/ml.  

1.      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.

When an object is put into a liquid other than water, will it act differently? 

Start

Google:   Phet buoyancy  sim

:

1.    

2.   Click on the first link

3.   Click on the   button

4.   Have some fun!!  Explore the “buoyancy”

5.   Find the box which allows you to change the liquid-      

 and experiment with the objects.

	6. What did you discover about an object put in water versus put in oil? The items in the water floated higher than in the oil. Tell me two (2) other things you discovered while using this simulation. The objects sink more in the oil than the water. The oil always has a higher volume than the same object in water.

 

2.      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 19.27, Material Gold, Gold's known density is 19.3

Block B:
Mass .64 kg, Volume .64 L, Density 1, Material Water, Water's known density is 1

Block C:
Mass 4.08 kg, Volume 10.20, Density 0.4, Material Wood,  Wood's known density is .40

Block D:
Mass 3.10 kg, Volume 3.10 L, Density 1, Material Water, Water's known density is 1

Block E:
Mass 3.53 kg, Volume 1 L, Density 3.53, Material Diamond, Diamond's known density is 3.535.

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.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations