Activity 8: Exploration of Chemistry

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.
I chose to do the build a molecule activity found here…. http://phet.colorado.edu/en/contributions/view/3434
1) A
2) both B and C are correct, D
3) A, HCl
4) B
5) A, methane
6) D, water
7) C, chlorine


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.





Lesson Name: Build Your Own Molecule
Simulation: Build A Molecule
Grade Level: 2nd Grade
Science Education Standards:

·         C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied

·         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

Activity

• ·         Teacher will introduce students to the concept of molecules with a short lesson on atoms and how joining atoms together can form new molecules.
• ·         After the introductory lesson, students will use the Build A Molecule simulation on the computer to see how joining individual atoms can form many different molecules.
• ·         While completing the simulation, students will complete a worksheet and fill in a simple table, breaking down which atoms they used, how many of each atom, and what molecule was formed.
• ·  After completing the simulation, students will then be asked to use different items around their house to build 3-D molecules to explain in front of the class at school.

Activity 7: Acids and Bases

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) The correct answer would be false. The solution in the middle is a neutral solution. The solution to the right is a base and the solution to the left is an acid.
2) The correct answer would be more than one.
3) The correct answer would be C. Looking at the pH scale for picture C, you can see that it is 2. On our pH scale 2 is a very acidic.
4) B would be a basic solution. It has a pH of 13 on the pH scale.
5) The correct answer is more than one of the solutions is acidic. A and B both have pHs of 5 and 2.5 which based on the pH scale shows that it is acidic.
6) Adding water will INCREASE the pH. The pH will increase due to the fact that adding water will lower the acidity.
7) The pH will decrease. Adding more water will lower the bascicity of the solution.
8) The order from most basic to most acidic would be A,B,C.
9) The order from most acidic to most basic would be B,A,C.
10) The correct answer would be that something was added that made the equilibrium shift 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.

	Strong Acid	Weak Acid	Strong Base	Weak Base	Water
pH meter read (value)	2.00	4.50	12.00	9.50	7.00
pH paper (color)	Red	Orange	Blue	Green	Orange
Conductivity (bright/dim/none)	Bright	Dim	Bright	Dim	None
Exists as Mostly (ions/molecules)	Ions	Ions	Ions	Ions	Molecules

Procedure:

This simulation allows you to change the concentration of a strong and weak acid and base.

Complete the table below for some strong acids and bases and weak acids and bases by adjusting the concentration.

Strong Acids

Strength	Initial Acid Concentration (mol/L)	[HA] (mol/L)	[A-] (mol/L)	[H+] (mol/L)	pH
	.010 M	negligible	1.00 x 10^ -2	1.00 x 10^ -2	2.00
	.050 M	negligible	5.00 x 10^ -2	5.00 x 10^ -2	1.30
	.100 M	negligible	1.00 x 10 ^ -1	1.00 x 10 ^ -1	1.00
	1.00 M	negligible	1.00 x 10^ 0	1.00 x 10^ 0	0.00

Weak Acids

Strength (approximately)	Initial Acid Concentration (mol/L)	[HA] (mol/L)	[A-] (mol/L)	[H+] (mol/L)	pH
	.015 M	1.49 x 10^ -2	5.10 x 10^ -5	5.10 x 10^ -5	4.29
	.150 M	1.50 x 10^ -1	1.61 x 10^ -4	1.61 x 10^ -4	3.79
	.015 M	1.36 x 10^ -4	1.49 x 10^ -2	1.49 x 10^ -2	1.83
	.150 M	1.17 x 10^ -2	1.38 x 10^ -1	1.38 x 10^ -1	.86

Strong Bases

Strength	Initial Acid Concentration (mol/L)	[MOH] (mol/L)	[M+] (mol/L)	[OH-] (mol/L)	pH
	.010 M	Negligible	1.00 x 10^ -2	1.00 x 10^ -2	12.00
	.050 M	Negligible	5.00 x 10^ -2	5.00 x 10^ -2	12.70
	.100 M	Negligible	1.00 x 10^ -1	1.00 x 10^ -1	13.00
	1.00 M	Negligible	1.00 x 10^ 0	1.00 x 10^ 0	14.00

Weak Bases

Strength (approximately)	Initial Acid Concentration (mol/L)	[B] (mol/L)	[BH+] (mol/L)	[OH-] (mol/L)	pH
	.015 M	1.50 x 10^ -2	1.84 x 10^ -5	1.84 x 10^ -5	9.26
	.150 M	1.50 x 10^ -1	5.81 x 10^ -5	5.81 x 10^ -5	9.76
	.015 M	3.38 x 10^ -4	1.47 x 10^ -2	1.47 x 10^ -2	12.17
	.150 M	2.47 x 10^ -2	1.23 x 10^ -1	1.23 x 10^ -1	13.10

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 :____1.06________                 Strong Acid, 0.01 M :____2.00________

12.   Explain the significance of the results of your calculation above. A weaker pH indicates a stronger acid whereas a higher pH indicates a weaker acid.

Activity 6: States of Matter and Intermolecular Forces

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

0 F= 255.35 K
32 F= 273.15 K
70 F= 294.25 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?

The hydrogen atoms are trying to connect to the oxygen atoms while creating a circular pattern. The molecules have some space between each other but they are still pretty close together.

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: 278 K

Pressure: 25 ATM

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

·         D.4.3. Understand that substances can exist in different states-solid, liquid, gas

·         D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and construct explanations for the changes

I feel that both of these standards fit the activity almost perfectly. One the first simulation we looked at water and how it exists in different states and how the molecules move and change as you add heat or decrease heat and move from one state to another. 

Activity 5: Density

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.

 Protons: 3

Neutrons: 3

Electrons: 3

Density: .53 g/cm

Protons: 5

Neutrons: 6

Electrons: 5

Density: 2.34 g/cm

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

·        Density: the degree of compactedness of a subject

  

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.

Name: ___­­­­­­­­­__________________________
Class Period: _____________________________

Floating and Sinking:
Pre Lab Questions:

You have a block, and you see that it floats in water.

What could it be made of?

·         Styrofoam

·         Plastic

·         Wood

·         Ice

What do you think will happen if you make a bigger block out of the same material?  Will it float or sink?

·         The object will still float.

           

 You have another block that sinks.

What could it be made of?

·         Cement

·         Aliminum

·         Rock

·         Brick

What do you think will happen if you make a smaller block out of the same material?  Will it float or sink?

·         The object will still sink.

Why do you think Block #1 floats and Block #2 sinks?

Block #1 and Block #2 are made from different materials and each of the materials has a different density. Any material with a density less than 1 will float on water. Anything with a density larger than 1 will sink in water.

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 - Gold

·        Mass: 65.14 kg

·        Volume: 3.38

·        Density: 19.27 kg/L

Block B- Apple

·        Mass: .64 kg

·        Volume: 1.00 L

·        Density: .64 kg/L

Block C- Gasoline

·        Mass: 4.08 kg

·        Volume: 5.83L

·        Density: .69 kg/L

Block D- Ice

·        Mass: 3.10 kg

·        Volume: 3.38 L

·        Density: .92 kg/L

Block E- Diamond

·        Mass: 3.53 kg

·        Volume: 1.00 L

·        Density: 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.

·         C.4.3 Use multiple sources of information to help answer questions selected for classroom investigations.

·         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.4.6 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

·         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