Activity Eight

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.

1. Click on the “Balance Scale” and “Make Ammonia” and balance the chemical equation for making Ammonia. Write the balanced equation below.

1N2 + 3H2 = 2NH3

2. What happened to the scales when the chemical equation was balanced?

They are level! :-)

3. Click on the “Bar Charts” and “Separate Water” balance the chemical equation for separating Water. Write the balanced equation.

2H2O = 2H2 + O2

4. What happened to the bar charts when the chemical equation was balanced?

The bars are equal! :-)

5. Click on the “Combust Methane” and balance the chemical equation for the combustion of Methane. Write the balanced equation.

CH4 = O2 = CO2 + H2O

6. Go to Balancing Game and set the game to Level 1 and sound off, what is your best score and time?

10/10 – 1:03

7. Once Level 1 is complete, set to Level 2, what is your best score and time?

10/10 – 1:15

8. Once Level 2 is complete, set to Level 3, what is your best score and time?

10/10 – 3:28

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.

This lesson is directed towards a high school science classes.

I am using the "Balancing Chemical Equations" Simulation.

D.12.4 Explain* how substances, both simple and complex, interact* with one another to produce new substances

D.12.5 Identify* patterns in chemical and physical properties and use them to predict* likely chemical and physical changes and interactions

D.12.6 Through investigations*, identify* the types of chemical interactions*, including endothermic, exothermic, oxidation, photosynthesis, and acid/base reactions

Materials:

Computer lab (not in a quiet library section - students might get loud)

OR a classroom set of laptops for students to share

White Board

Expo Marker

Description:

I will have students first practice balancing equations by using the Simulation in their groups.  Then invite them to so all three levels of the balancing game.  After they are comfortable with the game and balancing simple equations, I will tell the students to shut down their computers or turn off their laptops.  I will have 5 simple chemical equations for the students to solve already written out on sheets of paper (one for each group).  We will have a relay race for which group can get all of the equations done the fastest.  They have to come get their equation checked by me (the teacher) before they can go on to the next equation.

Activity Seven

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. There are 2 balloons in a room. They are identical in size and material. One balloon is filled with air and the other balloon is filled with Helium. How does the pressure of the air balloon compare to the pressure of the Helium balloon. The pressure in the air balloon is

     A. less  B. equal  C. greater

2. How does the pressure in the Helium balloon compare to the pressure of the air in the room? The pressure in the Helium balloon is 

     A. less  B. equal  C. greater

3.  How do the number of air molecules in the air balloon  compare to the number of He atoms in Helium balloon?
The number of air molecules is 

     A. less  B. equal  C. greater

4. How does the average speed of the Helium molecules compare to that of the air molecules?
The average speed of the He molecules is

     A. less  B. equal  C. greater

5. What will happen to the pressure if temp is held constant and the volume is decreased?

A.Pressure goes up because more collisions

B.Pressure goes up because more collisions are happening, but same force per collision 
C.Pressure goes up because more collisions are happening, and increased force per collision

D.Nothing because pressure is only related to molecular speed

 6. You are flying from Denver to Boston, and you bring along a ½ full bottle of shampoo that was well sealed before you left Denver. You land in Boston and proceed to your hotel. The number of air molecules within the shampoo bottle: 

A. has decreased  

B. has stayed the same   

C. has increased
 7.  If the walls of the shampoo bottle are strong and rigid so that the bottle has the same shape as before you left, how does the pressure of the air inside the bottle compare to the pressure of the air in Denver? 

A.less than 

B.equal to  

C.greater than

8.  How does the pressure inside the bottle compare to the pressure of the air in Boston? 

A.less than 

B.equal to  

C.greater than

9. If you had a water bottle with very soft sides. When you open your suitcase in Boston, the bottle would look 

A.squished 

B.same size
C.puffed out

 

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)	2.0	4.5	12.0	9.5	7.0
pH paper (color)	red	orange	blue	green	yellow-orange
Conductivity (bright/dim/none)	bright	dim	bright	dim	VERY dim
Exists as Mostly (ions/molecules)	ions	molecules	ions	molecules	---

 

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 :__4.0_______    Strong Acid, 0.01 M :__2.0_______

Activity Six

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

0°F - 255.35 K

32°F - 305.15 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 water molecules are touching at the oxygen and hydrogen molecules.  Some hydrogen's are attracted to each other but for the most part oxygen and hydrogen are attracted to each other.

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.

554 K and about 22 ATM

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

States of Matter - solid, liquid and gases were explored

Phase Changes - pressure vs. temperature was explored

Activity Five

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.

Lithium:
3 Protons
3 Neutrons
Density - 0.53 g/cm3

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

 

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

Definition:  The degree of compactness of a substance

Density = Mass / Volume  (p=m/V)


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.

PhET- Density Activity- Funsheet

Custom Section                                                                                     Name_____________

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Styrofoam	0.75	5.00	0.15	yes
Wood	2.00	5.00	0.40	yes
Ice	4.60	5.00	0.92	yes
Brick	10.00	5.00	2.00	no
Aluminum	13.50	5.00	2.70	no

1.      In the custom setting, choose the ‘My Object’ option in the material drop down box.  Set the mass of your object to 4 kg.  Adjust the volume to find the minimum volume needed to make the object float.

Volume___5.00 L________                Density____0.80__________

2.      How does the density of a large piece of aluminum compare to a small piece?

 The piece will still sink no matter what the mass is because it seems like the density will always stay the same in an aluminum piece.

Same Mass Section

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Blue	5.00	5.00	1.00	no
Yellow	5.00	10.00	0.50	yes
Green	5.00	2.50	2.00	no
Red	5.00	5.00	1.00	no

Same Volume Section

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
Blue	6.00	5.00	1.20	no
Yellow	8.00	5.00	1.60	no
Green	4.00	5.00	0.80	yes
Red	2.00	5.00	0.40	yes

3.  Looking at the data on the previous page, what must be true about the density of

     an object in order for it to float?

 The density of the object must be less than 1.00 kg/L

Same Density Section:

4.  Calculate the density of the blue object in this section.

     Mass ___3.00 kg_____         Volume___3.75 L_______        Density____0.80 kg/L______

5.  Explain why both the yellow and red objects float when they have different sizes.

 All of the objects float because their densities are less than 1.00 kg/L.  Even though the red and the yellow block are different sizes they will both sill float because the red one has less mass than the yellow one making the density closer to the same number.

Mystery Section:

6.  Before you start, pick an object that you think will float.  ___Block C_________________

     Pick an object that you think will sink.  ____Block B______________

Material	Mass (kg)	Volume (L)	Density (kg/L)	Does it Float?
A	65.14	3.38	19.27	no
B	0.64	1.00	0.64	yes
C	4.08	5.83	0.69	yes
D	3.10	3.38	0.92	yes
E	3.35	1.00	3.53	no

7.  In the Custom section describe the difference between how Styrofoam and ice  

     floated.  Also explain why you think this is the case?

 The Styrofoam had less displacement of the water and the ice had more displacement of the water.

 The ice's density is closer to 1.00 kg/L but does not reach or go above 1.00 kg/L.

8.  In the Same Mass Section discuss what was interesting about the blue object’s behavior in the water.

 The block is neither floating nor sinking.  The density equals exactly 1.00 kg/L

9.  In the Mystery Section, click on the “Show Table” button.  What is the most dense   

     object on the list?  Write its density as well.

 Gold - 19.3 kg/L

10.  List something you learned from this activity.

I learned that if the density of an object equals exactly 1.00 kg/L then the object will neither sink nor will it float.

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:
Mass = 65.14 kg
Volume = 3.38 L
Density = m/V = 19.27 kg/L

Block B

Mass = 0.64 kg
Volume = 1.00 L
Density = m/V = 0.64 kg/L

Block C

Mass = 4.08 kg
Volume = 5.83 L
Density = m/V = 0.69 kg/L

Block D

Mass = 3.10 kg
Volume = 3.38 L
Density = m/V = 0.92 kg/L

Block E
Mass = 3.53 kg
Volume = 1.00 L
Density = m/V = 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

Density
Buoyancy