Activity #8

Salts and Solubility 2 Solubility Clicker questions

The correct answer is A

The answer is C. The salt is not bound together and is all over the container. 

The answer is B.  There is no bound salt in this test tube but there is in the other test tubes.

The answer is B

The answer is A

Teaching Idea-Density for First Grade

Monday: In the beginning of the week I will discuss with my class density beginning with density counting activity.  We will have two large clear containers filled with water and we will use legos or another toy that the children are interested in.  We will count equal amounts of legos inot each container counting as a class.  I will then have a student remove a certain amount of legos and add them to the other container.  Then I will ask the students which container has more density and why. The point to get across is that even though they take up the same amount of space one bucket has more.

Tuesday: Suitcase Activity.  I will have two equal size suitcases and split the class into two groups.  We will then use clothes from the dramatic play area and other miscellaneous items and I will time each group to see how much they can get into the suitcases. Then we will see which suitcase has more density.

Wednesday: I will give children different size balls, and we will measure their circumference.  Then we will make a graph and I will have children graph and make a hypothesis about which ball they think will have the most density.  Then we will do our experiment and see if their hypothesis is correct.

Thursday: On Thursday (or whatever day we have computer lab) I will have the children do the mystery lab on the density simulation and answer the worksheet that I provide.  The children will look at the simulation before hand and make guesses about which blocks will sink or float.  Then the children will complete the simulation and answer if their hypthesis were correct or not.  They can then play with the rest of the simulation.

Friday: On friday the children will be asked to bring in an item from home that they think will out sink or out float thier classmates.  We will then make hypothesis about what we think about the students items.  We will then do the experiment to see if after everything they have learned during the week if they can positively decide what will sink and what will float.

Standards:

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

A.4.1 When conducting science investigations, ask and asnwer questions that will help and decide the general areas of science being addressed.

C.4.5 Use data they have colelcted to develop explanantions and answer questions generated by investigations.   

Activity #7 Acids and Bases

"Concept Questions for Chemistry using PhET" by Trish Lobelein.  Also used the "Clicker Questions pH scale" activity.

B. False The middle solution is neutral, the yellowish color is a base and the clear colored solution on the far left is an acid. 

D, more than one. 

C, the most acidic one is C which has a pH of two which is very acidic on the pH scale.

B, B has a pH of thirteen so on the pH scale that is pretty basic.



D, more than one.  A and B are acidic with ph's of 5 and 2.5.  C has a pH of 13 and is not Acidic but basic.

A, it will increase the pH.  The pH will increase because adding water lowers the acidity.

B, the pH will lower.  More water lowers the bascicity.  Bascicity is the number of hydrogen atoms replaceable by a base in a particular acid. 

A, a.b.c The first is milk, and then blood, and then a custom base.

C, b.a.c  It starts with water and then a custom pH of 13 and then soad pop



A, something was added to made the equilibrium shift left.

Activity on Strong and Weak Acids and Bases PhET Lab

Activity #6 States of Mater and Intermolecular Forces

#1 Converting to Kelvin

• 0 degrees farenheit = 255.37 Kelvin
• 32 degrees farenheit = 273.15 Kelvin
• 70 degrees farenheit = 294.26 Kelvin
• 212 degrees farneheit = 373.15 Kelvin

#2

#3 What atoms are attracted at 0 K?

Each water molecule is two hydrogen atoms bonded to one oxygen atom, and because of how the atoms share electrons a water molecule is slightly positively charged at the hydrogen atoms and negatively charged at the oxygen atom.  So when we talk about hydrogen bonding its the molecules need to attract the oppositely charged ends of other water molecules.  In the simulation they appear to be creating circle patterns with the hydrogens trying to connect to the oxygen atoms and are close together but still have space inbetween.

#4 Give a temp and pressure required to make oxygen a liquid.

For my simulation I fluctuated between 14 and 21 ATM rapidly and was at about 198 K when i noticed oxygen going from a gas to a liquid.

#5 Science Standards that this activity applies to

A.4.4 When studying a science related problem decide which of the science themes are important.

A.4.5 When studying a science related problem decide what changes over time are occuring or have occured.

B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, etc, to help answer science related questions and help plan investigations. 

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

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



Activity #5 Density

LITHIUM ATOM-There are 3 protons, 3 neutrons, and 3 electrons for lithium.  The density for Lithium is 0.534 grams per cubic centimeter.

BORON ATOM- There are 5 protons, 6 neutrons, and 5 electrons.  The density for Boron is 2.34 grams per cubic centimeter. 

#2 Density?

Density:The density, d of a substance is the quanitity of mass, m, per unit of volume, V.

                                                 

 #3 I did the density pre lab quiz from the Relative Denisty-sink or float document. Here are my results
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For the first question I was given a picture of two red blcoks, one much larger than the other and asked the following questions. Cube A was the smaller of the two blocks

1. Will cube (A) sink or float in water?  I think it will sink because even if they have the same mass it has less surface area and will sink.
2. Will cube (B) sink or float in water?  I think it will float because it has more surface area than cube A. 

For the next question I was given these two materials, a plastic hockey puck and a metal hockey puck and asked the following questions.

material: plastic hockey puck              

Mass:                   1.5 grams

Volume:    7.85 cm³

Density:    11.8 g/cm³

material:“metal” hockey puck

Mass: 25.5 grams

Volume: 38-cm³

Density: 0.67g/cm³

3. Will (C) sink or float in water?  Explain your answer. C will float because even though they have the same surface area they are made of different materials.  The aluminum is a heavier material than plastic and plastic floats.
4. Will (D) sink or float in water?  Explain your answer. D will sink because it is made of a heavier material, aluminum sinks.

For the next set of questions I was shown two pictures of Au or gold of two different sizes and asked this question. The hightlighed C is my answer.

You are given two solid gold bricks (Au)!  Which properties change from brick number 1 to brick number 2? Choose the answer(s) that apply.

A. the mass of the gold will change
B. the volume of the gold will change
C. the density of the gold will change

This was my last question. My answer is bolded.

6. I love silver (Ag)!  I won a contest and the prize was a life-sized statue of my dog!

I pick up my prize worth $6,000.00!  On the way out, I start thinking that it isn’t very heavy for an object of this size made of solid silver.  I know it is only a “prize” that I won, but I think it might be made of something other than valuable silver.  How could I find out for sure if this statue is made of solid silver?

First I would figure out how much my dog weighed and also how much silver weighed per gram.  I would figure out what the weight of true silver would be if it was the same weight as my dog.  Then I would weigh my statue to see if it weighed the same as it should.  Also if the dog is light enough to lift or move without hesitation it is definitely not a true life size replica of my dog because silver would be much heavier than it seems to be in this simulation. 

#4 Myster Blocks Activity
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 3.53

#5 Science Standards this activity applies to:
A.4.1 When conducting science investigations, ask and answer qeustions that will help decide the general areas of science being addressed.
A.4.3 When investigating a science related problem, decide what data can be collected to determine the most useful explanations. 
C.4.3 Use multiple sources of information to help answer questions selected for classroom investigations.
C.4.7 Support their conclusions with logical arguments.

                                                                                                                               

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Activity #4 Exploration of Science Education Standards

STANDARD A- A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed. 
         When conducting a science experiment or any kind of science project or activity with students I like to do a KWL chart.  This stands for what do we know about what we are learning, what do we want to know about what we are learning, and afterwards what did we learn from our activity. For one activity I brought in a giant sunflower head.  From this I allowed the students to create their own science activity.  For the first column I asked them what they knew about the sunflower, and then we continued on to the column about what we wanted to learn.  They wanted to learn how many seeds a sunflower had, how tall a sunflower can grow to  be, if they actually follow the sun, how sunflower seeds are made, and many other things.  From here the students decided that what they wanted to learn the most about was how many sunflower seeds each sunflower had and how sunflower seeds are made.  We counted the sunflower holes on the sunflower head i brought in and did some research from books and the internet to find out how many sunflower seeds sunflowers typically have.  From there I brought in different kinds of seeds so children could taste them and we did a taste graph about which ones they liked the best.  We also researched how sunflower seeds are made with books from the library.  If I did this in my own classroom I would take a field trip to a farm where sunflowers were grown so that children could direct their questions to a farmer and learn even more.  For the last column we filled in the blank about what we learned from our activity.  The children asked and answered questions about the topic at hand directly applying this activity to the above standard.

 

STANDARD B- Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked.
          When I was the school age teacher at Kindercare Daycare we had a week devoted to learning about the scientists of the kids choice.  Most kids wanted to learn about Albert Einstein, Jane Goodall, and Isaac Newton so those were the three that we focused on the most.  I went to the local library and rented books so that they had more areas for research.  I split the kids into 3 groups and they were given a bulletin board that they had to fill with pictures and information about the scientist of their choice.  The kids were in varying age groups giving them many different opinions and areas of interest. At the end of the week during our large group time the students taught eachother about the scientist of their choice.  It was a really fun week and great to watch them learn on their own!

STANDARD C- 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. 
        I did a lesson about hypothesis and graphs for a group of 5 years olds.  I asked them to talk to me about what they thought a hypothesis was and how we can create a hypothesis.  I then asked them to think of topics that they wanted to learn about their classmates.  They came up with things like eye color, number of family members, how they got to school everyday, and their shoe size.  They decided that shoe size would be the funnest.  We all then made a hypothesis about things like who had the biggest shoe size or the smallest shoe size or what the average shoe size would be.  We also made a graph to show our results to their families when we were done.  Our graph went from size 5 shoe to size 10 shoe. Each child was given a picture of themselves to place on the graph.  They each took their shoe off to read the number on the bottom and then placed their picture on the the graph on top of the proper number.  If they didnt have a number we measured with a ruler and placed it next to the number we thought was closest by comparing with another shoe.  After all children shared we looked over our hypothesis to see if any were correct and talked about why or why not.

 

STANDARD D-D.4.3 Understand that substances can exist in different states-solid, liquid, gas.
           It was our weather unit and I had a group of children who were asking where rain came from and what happened to it after it hit it the ground.  I thought this would be a great time to have the chidlren do the water experiment where they can see what go from a solid to a liquid to a gas.  First I gave each student a bottle of water and we put food coloring and glitter inside so they could shake it and see how water was in a liquid state.  We then poured some of that water into little cups and put them in the freezer and waited to see how long it took to freeze.  While it was in the freezer we discussed how water goes from being in the ground and then it evaporates into the clouds where the clouds hold it until they are "full" and it rains. Once the little cups were frozen we took them out and put them in buckets to unfreeze.  Once they were back to a liquid we poured them back in to the water bottles so the children could see they were full again and it was indeed the water from their bottles.  Afterwards we put a some water into a pot and put it on the stove.  We watched it boil, and let it boil until there was little to no water left so that the children could understand when water it gets hot it evaporates or to the children "disappears"!! It was a fun science/magic trick!

STANDARD E- E.4.4 Identify celestial objects (star, sun, moon, planets) in the sky, noting changes in patterns over time.

          This activity happened when I worked at KinderCare in the school age room as well.  We had a lesson on planets and the star and so I decided to have the kids make paper mache models of the planets and we would make our own solar system while learning about the planets orbit and each planet individually.  The children split into groups again each getting a planet to make.  We blew up balloons and made paper mache that we then put on the balloons.  From there each group had to research what color their planet was, if it had rings, or anything else that would be beneficial to the creation of their planet.  From their the children were given any materials they needed to make the solar system for our classroom.  We then hung them up in our classroom in their order.  After that we took about a week to learn about each planet during our morning meetings.  Children had been given time to learn information they wanted to share and we learned more together as a group.



STANDARD F- F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type. 

          I observed in a second grade classroom for about 2 weeks last fall. Each student was given a meal worm to observe for the course of this science lesson.  They were each given a journal that they would write observations in about their meal worm each day.  For the first couple days their journals consisted of questions about where the meal worms came from, what they ate, how big they grew, if they were boys or girls, etc.  As the days progressed the meal worms began to change.  They eventually turned into beetles.  They started as a larvae, turned into a worm, and then turned into a beetle.  In one class the children even watched a meal worm chance into a beetle.  They saw first hand how the beetles changed and recorded their observations and questions during the weeks.  It was a great way for children to get hands on experience. 

STANDARD G- G.4.1 Identify the technology used by someone employed in a job or position in Wisconsin and explain how the technology helps.   

         There are almost always lessons on community helpers and hereos in classrooms.  On the lesson that I taught about community helpers and the tools that they used to help them.  For example, a police man and all of his tools he uses in his car to track how fast people are going when they are speeding or computers they use to check information on license plates.  We also talked about how 911 operators have computers that can figure out where someone is calling from so they can help someone quickly.  This also related to fire fighters and having them help people quickly because of the 911 operator.  We then talked about doctors and all the machines that they use to help people get better, or to help figure out what is wrong with someone.  We talked about how many years ago they didnt have machines to help figure out what was wrong with people or to help get better and we didnt have a 911 operating system to help police find us quickly.  We also talked about machines people use in factories to make things that we use everyday and how if we didnt have these machines it would take twice as long to make goods.  This lesson focused on the importance of learning about technology and how it works in our world and how it has evolved over many years.



STANDARD H-  H.4.4 Develop a list of issues that citizens must make decisions about and describe a strategy for becoming informed about the science behind these issues.   

           This activity corresponds with the above activity.  When we talked about community helpers/heroes we talked about what policeman stand for and what laws we as citizens have to follow. The children came up with ideas like stopping at stop signs and red lights, paying for things, following the speed limit, being nice to others, and so forth.  We also talked about what happens if we dont follow those rules.  As a class we then discussed things that we have to choose between like who to vote for, or whether to stop at the red light or not.  They were curious as to why we had these rules and asked if a policeman could come in and talk about it.  If it was my classroom I would definitley have children write down their questions and ideas about laws and decisions that children have about being a citizen.  I would then bring in a policeman, and anyone else children think would help have their questions answered, so that children could direct their question to him and have them answered. 

     



Activity #3 Common Molecules, Structures, and Names

The following Pictures show Molecular Structures of Water, Ammonia, and Aspirin.  The Picture below shows a Kekule image of Aspirin.  Aspirin's IUPAC name is Acetylsalicylic Acid.

Question #2 Image, systematic IUPAC name, common name, and molecule formula for common household items.

1. Talcum Powder, Hydrated Magnesium Silicate, Baby Powder, H₂Mg₃(SiO₃)₄ or Mg₃Si₄O₁₀(OH)_2. 



2. Glucose, D-Glucose, C6H12O6

3. Sugar, Sucrose,C12,H22O11

4. Acetone, Dimethyl Ketone, Finger Nail Polish Remover, C3H6O

5. Alum,Aluminum Potassium Sulfate, KAI(SO4)2

6. Aspirin, Acetylsalicylic Acid, C9H8O4

7. Baking Soda, Sodium Bicarbonate, NaHCO3

8. Chalk, Calcium Sulfate, CaCO3

9.Cream of Tartar, Potassium Bitartrate, KC4H5O6

10. Diamond, Carbon Crystal, the chemical formula for diamond is C.

11. Epsom Salts, Magnesium Sulfate, also known as bath salts, MgSO4

12. Gypsum, Natural Calcium Sulfate, Building material (can be found in plaster), CaSO4+2(H2O)

13.Laughing Gas, Nitrous Oxide, N2O

14. Marble, Mainly Calcium Carbonate, CaCO3

15. Plaster of Paris, Calcium Sulfate, used for molds, CaSO4

16. Rock Salt, Sodium Chloride, NaCl

17. Rubbing Alcohol, Isopropyl Alcohol, used for cuts and nail polish remover, C3H8O

18.Table Salt, Sodium Chloride, NaCl

19. Soda Ash, Sodium Carbonate, used for glassmaking, Na2CO3

20.Vitamin C, Ascorbic Acid, C6H8O6

Question #3.  How many bonds can each make:
Hydrogen: can bond with 1
Oxygen: can bond with 2
Carbon: can bond with 4
Nitrogen: can bond with 3
Phosphorous: can bond with 3
Sulfur: can bond with 2

Question #4 What does IUPAC stand for?
The International Union of Pure and Applied Chemistry

#5 After searching on the web for the ingredients in the Green Aussie cleaners I found it very difficult to find their ingredients.  I also searched other natural cleaners and found it to be the same way.  When companies say they are all natural, they do a very good job of keeping those "extra" ingredients secret or hard to find.  However,  I found a web page that described what companies mean when they say natural.  This website http://www.healthycleaning101.org/english/QA.html says that natural products come from the earth or can be found in nature but nothing is extracted from the earth without being processed with materials that perform a cleaning function. Many products that say they are natural are referring to the surfactant in the product.  Surfactants reduce the surface water of tension and almost all cleaning products use them.  Surfactants are made from petrochemicals (crude oil or natural gas) or oleochemicals (fats and oils).  So whether the cleaning companies want to share with us the chemicals that they use we at least know that Natural does not actually mean completly natural! =)