Activity Six

1. Convert 0°F, 32°F, 70°F, and 212°F to Kelvin
0°F=255.372222 K
32°F= 273.15 K
70°F=294.261111 K

2.

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?

All of the water molecules are in one big group. Once I cooled it down to 0 K, everything stopped where they were. The atoms that are different seem to be attracted to each other, there are not many that are the same color that are facing each other. The atoms are all in one big group, but the different elements that make up the atom are all facing the opposite atom.

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.
440 K

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.
4.6 observe and describe physical events in objects at rest or in motion.

Activity Five

1. Neutral Lithium Atom
protons: 3
electrons: 3
neutrons: 4
density: 0.534 g·cm⁻³

Neutral Boron Atom
protons: 5
electrons: 5
neutrons: 6
density: 2.08 g·cm⁻³

2. the degree to which something is filled, crowded, or occupied. d=m/v
3.What did you discover in this simulation about putting an object in water versus putting the object in oil?

If you put the object into the water versus the oil, the object floated higher up and the object was lighter. If it was in the oil, the object sank down further.

Tell me two (2) other things you discovered while using this simulation.

-the brick floated to the bottom no matter if it was oil or water.

-the simulation explained the water level and how high it goes to when you drop it in oil or water. Oil had a higher water level number.

4. wood
mass: 2.00 kg
volume: 5.00 L
density: 0.40 kg/L

ice
mass: 5.27 kg
volume: 5.74 L
density: 0.92 kg/L

brick
mass:11.48 kg
volume: 5.74 L
density: 2.00 kg/L

aluminum
mass: 15.59 kg
volume: 5.77 L
density: 2.70 kg/L

5.
4.1: When conducting science investigations,ask and answer questions that will help decide the general areas of science being addressed.
4.5: when studying a science-related problem, decide what changes over time are occuring or have occured
Standard B
4.1 Use encyclopedias, source books, texts, compuers, teachers, parents other adults, journals, popular press, and various other sources to help answer science related questions and plan investigations
Standard C
4.3 Select multiple sources of information to help answer questions selected for classroom investigations
4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and compuers, to collect data relevant to questions and investigations.
Standard D
4.3 Understand that substances can exist in different states-solid, liquid, gas
4.5 construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data.
4.6 observe and describe physical events in objects at rest or in motion
4.7 observe and describe physical events involving objects and develop record-keeping systems to follow these events by measuring and describing changesin their properties, including: position relative to another object, motion over time, and position due to forces

Activity Four

For this activity please refer to the Wisconsin Science Standards at this website:
http://www.dpi.state.wi.us/standards/sciintro.html

At this site you will find Standards A- H for grades 4, 8 and 12.  Since most of the students in this class are future early childhood educators, I would like for you to focus on the Grade 4 Standards.  If you would like, feel free to address the other grade levels if you would like!

To complete Activity 4, choose a sub-standard under each of the Standards A thru H and describe something that you have done either in this class or outside of this class, perhaps in previous classes, that indicates that you have met the sub-standard. Each of these descriptions should be at least a paragraph long.

Standard A:
Standard 4.5 states that "when studying a science-related problem, decide what changes over time have occured or are occuring." This standard has applied to almost all of my science classes through out middle school, high school, as well as college. You need to decide what changes in order to figure out what is progressing and changing, and what is staying the same. These things help develop different ideas and understanding of what could possibly happen in the next step if it is evolving. For exampe, in my Biology class in college, we had a lab every week. In this lab, we had to follow the scientific method and figure out data that we all collected to find one large conclusion statement. Using the data, we could look at the variables and decide what was changing, and what was staying the same. I have met this standard by using it in almost every science class, and figuring out my previous labs by looking at changing figures.

Standard B:
Standard 4.1 says "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". I have met this standard multiple times, in multiple classes. In every assignment, you need to research outside sources to help you find an answer and figure out what the best answer is. Researching helps give you multiple answers and if it is the correct answer, in multiple ways. Getting the right answer can help you figure out what your next step is, and this standard can be applied to every class you are in.

Standard C:
Standard 4.7 states "support their conclusions with logical arguments". As explained in the previous standard, you need multiple resources to come up with a reasonable conclusion. This conclusion helps you verify your answer and explanation, helping you come up with logical arguements for your answer. This helps explain your findings, and presents a way of critical thinking while using science and getting your answer. I have met this standard by finding an answer, and then creating logical explanations for further questions about my findings as well as about the experiement in general. This standard was met in multiple classes, as I have had to do multiple labs and have had many science classes.

Standard D:
Standard 4.3 "understand that substances can exist in different states-solid, liquid, gas". This standard has been met by using these different types to find different answers with experiments. Using all of these substances can produce varying results, and it can help show that they are all very different substances. You shouldn't mix them unless you have specific instructions on what to do. I have worked with all 3 of these substances before, and I have used them in experiments to find certain data and answers for my questions and hypothesis.

Standard E:
Standard 4.6 "using the science themes, find patterns and cycles in the earth's daily, yearly, and long-term changes". One of the most obvious examples involving the earths patterns are the seasons of the year. In the midwest, we have 4 seasons while some places have never had snow or the fall. Another prime example would be global warming. The physical changes that are appearing around the world is remarkable, and this is happening on a daily basis. The daily things that people are doing are drastically affecting the way the world's temperature maintains. I have had to do research on this topic, as well as things like the seasons in my classes, so we could get a well rounded viewpoint on everything that is going on within the world and its variables.

Standard F:
"Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type". There are two controversial theories that go along with this standard. One is natural selection, explaining that things that die out are not mean to survive, and the strongest will adapt and find ways to live through the changes. Another is evolution, stating that as time goes on, things evolve and become better. They reproduce differently with other breeds to make new breeds, and that is an extremely controversial subject within the public school system. I have had to learn how organisms grow and adapt to changes in their enviornment, as well as learning what they go through in order to survive and what has changed from the beginning. I have had to study these things in multiple classes, and we had a long period of time in learning the different life stages of organisms and the way that they adapt to their current enviornment to ensure survivial.

Standard G:
4.2 says "discover what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time". This standard has been met by someone I know personally. My mother is a teacher in the school district where I am originally from. They implement a ton of technology as it advances through the years and they all have adapted to this new technology in order for the students to get as much as they can possible out of the yearly curriculum. The technology that has been made has given the students the opportunity to research so many things on the internet, as well as getting more hands-on learning with smart-boards, and iPads. My mother has had to be kept up to date with all the technology, because it advances so quickly. The career is directly affected by technology, and it helps children learn in a way that everyone can understand.

Standard H:
Standard 4.3 explains "show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care". This standard has a wide range of subjects. Science has proven to show explanations and results for all of these things. It explains how some makeup makes your skin smoother, how some deoderant takes away smell, how music helps you exercise and get motivated, etc. Science has helped make all of these things easier and more convenient for you in your daily life, and it makes people want to get more involved if it is easier to access. It also gives you up to date information on things like healthcare, so you are always getting the best product as well as giving you information on what the medicine is and what your doctor can write out for you. Science has helped healthcare greatly; with how far it has come from the beginning. Science has helped every aspect of life, and its current findings are constantly making your life better and more informed.

Activity Three

Questions/Activities:

1. Post a picture of three 3-dimensional Ball and Stick molecular models(choose your three favorite molecules) that you have created with common items around your home. Also post a molecular structure image(image from the web, of either a Kekule Structure or a Ball and Stick Model) and the IUPAC name of the molecule. 

Ethane Model-made with game pieces and hot glue   

Ball and stick model of ethane

IUPAC name-Ethane

Methane Model-made out of wood sticks and plastic balls


Ball and stick model of Methane
IUPAC name-Methyl Hydride

2. Post an image from the web, the chemical systematic (IUPAC) name, common name, and the molecule formula for 20 chemicals that you use or eat. Explore the ingredients of things like cosmetics and foods.

sodium flouride, IUPAC name: sodium flouride, NaF

sodium lauryl sulfate, IUPAC name: sodium lauryl sulfate, NaC₁₂H₂₅SO₄

sucrose, IUPAC name: Saccharose; β-D-fructofuranosyl-(2→1)-α-D-glucopyranoside; β-(2S,3S,4S,5R)-fructofuranosyl-α-(1R,2R,3S,4S,5R)-glucopyranoside, C₁₂H₂₂O₁₁

titanium dioxide, IUPAC name: titanium dioxide, TiO₂

sodium hypochlorite, IUPAC name: sodium chlorate, NaClO

sodium nitrate, IUPAC name: sodium nitrate, NaNO₃

phosphoric acid, IUPAC name: trihydroxidooxidophosphorus, H₃PO₄

ethanol, IUPAC name: ethanol, C₂H₆O

methane, IUPAC name: methyl hydride, CH₄

butane, IUPAC name: butane, C₄H₁₀

octane, IUPAC name: octane, C₈H₁₈

phenol, IUPAC name: phenol, C₆H₆O


ammonium lauryl sulfate, IUPAC name: ammonium dodecyl sulfate, C₁₂H₂₉NO₄S

sorbic acid, IUPAC name: (2E,4E)-hexa-2,4-dienoic acid, C₆H₈O₂

propylene, IUPAC name: propene, C₃H₆

dibutyl phthalate, IUPAC name: dibutyl phthalate, C₁₆H₂₂O₄


formeldahyde, IUCAP name: methanal, CH₂O
3. Look over your molecules and the bonding characteristics, how many bonds does each of the following elements typically have?  Carbon? Hydrogen? Oxygen?
Looking at all of the chemicals, carbon, hydrogen, and oxygen were the 3 that were the most common throughout all of them. There were a few different chemicals that would join in at the end, and sometiems oxygen wouldn't be there. But for the most part, carbon, hydrogen, and oxygen were the 3 most common throughout every single chemical provided in here.

4. What does IUPAC stand for?
IUPAC stands for the International Untion of Pure and Applied Chemistry.

5. As you explore ingredients, notice how everything around us is made up of chemicals consisting of atoms bound together into molecules.  But what about companies that claim their products are chemical free! How can this be?
These companies that say that are finding a loophole. Although it says they are chemical free, if you look on the advertising, they say that they pack it with oxygen. Oxygen is considered a chemical, therefore stating that they still are using chemicals, just not in the way that people would think of it. They are also claiming that they use oils, but these oils have chemicals mixed together to create this one form of liquid. So in a way, they are still using chemicals, just not in a direct way that the buyer would consider. They are advertising wrong.

Activity Two

Questions:

1. What is the atomic number for each of your models?
Neon: 10, Helium:2, Hydrogen:1
2. What is the atomic mass number for each of your models?
Neon: 20.18, Helium: 4.00, Hydrogen: 1.01
3. In your models, which two subatomic particles are equal in number?
Protons and Neutrons
4. How would you make an isotope for one of your models? What would change with the model?
An isotope is an atom with more neutrons than protons. You would add more neutrons into the model. The atomic number would change within the model.
5. Considering the overall volume of your element models, what makes up most of the volume of an atom?
Most of the volume is made up of absolutely nothing, it is just space inside the atom.
6. For one of your models, show with another image what happens when energy excites an electron.
When an electron is excited, it jumps up onto the next track onto the next electron.
7. Once the electron is excited, what do we typically observe when the electron returns to the ground-state?
Energy becomes emitted for the electron to return to the ground state.
8. Why are some elements different colors when they are excited?
Different elements have different emission spectras. Therefore, when they get excited, have different wavelengths and different patterns that appear through the spectrum, causing different colors to appear.
9. With the Fourth of July coming up quickly, explain how the colors of fireworks arise.
Fireworks have small pockets of metal salts and metal oxides, which react together to produce different colors.
10. Explain the overall organizational structure of the periodic table
The periodic table is organized by the kind of classification it goes under, like metal, non-metal, and metalloids.

11. List two example elements for each of these groups or classes: Alkali Metals, Alkaline Earth, Halogens, Noble Gases, Transition Metals, Non-Metals, and Metalloids.

Alkali Metals: Lithium, Sodium

Alkaline Earth: Calcium, Radium

Halogens: Chlorine, Iodine

Noble Gases: Neon, Helium

Transition Metals: Cobalt, Nickel

Non-Metals: Sulfur, Nitrogen

Metalloids: Silicon, Boron

Activity One

Three Experimental Questions:
1. Does hot water or cold water freeze faster?
Hot water freezes faster than cold water.
2. Does hot water or cold water boil faster?
Hot water boils faster than cold water.
3. Does salt water freeze faster or slower than regular water?
Regular water freezes faster than salt water.


My experiment was to see if Kool-Aid added into water made it freeze faster than regular water. I also tried Crystal Lite Lemonade in a seperate ice cube tray.

Questions for Activity One:
1.
2. My hypothesis was that with the substances added, the Kool-Aid and the lemonade would freeze slower than regular water.
3. The graph will be in a picture that will be uploaded onto the blog.
4. After testing this 2 seperate times, I did recieve the same answers, and found my hypothesis to be wrong. (again, graph will be in a picture uploaded)
5. My controlled variables were the regular water, and the temperature of the freezer in which my fridge was set at.
6. Looking at my hypothesis and my results, I found that the correct theory coming out of this was that regular water does not freeze faster than Kool-Aid and lemonade, it is in fact the same time.
7. This is a visual of the atoms that make up a water molecule.

8. http://youtu.be/_bDLwsAwnTw
this is a link that talks about the 3 different states of water.
9. Scientific method steps:
-ask question: this is where I first realized what I wanted to experiment with, and what I was going to do.
-do research: I looked up the contents of each substance and that helped me form a hypothesis.
-construct hypothesis: this is where I made my first educated guess on what the outcome would be of my experiement.
-test: I conducted the experiment.
-analyze: I figured out if my hypothesis was right or wrong, and I also did testing a couple times to make sure I got the same results.