Friday, January 24, 2014

Activity #8

Activity 8: Exploration of Chemistry
For activity 8, students have a choice to explore other topics of chemistry presented in the PhET simulations.
Tasks to be completed:
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.

For this part of the activity, I chose to complete the Build an Atom Student Guide by Jackie Esler






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.

My teaching idea is based off the Bending Light Exploration Simulation found at 
http://phet.colorado.edu/en/simulations/category/chemistry

As an Early Childhood educator, I can create an introductory lesson plan from the simulation that will be most appropriate for early in the year with fifth grade students.
This lesson will focus primarily on building the students' understanding of how light is effected by the different mediums used in the simulation.

1. I will have the children open the Bending Light Exploration Simulation on the website.

2. They will be instructed to have a piece of paper and colored pencils to record their observations from the simulations.

3. Each student will be asked to explore what happens to the light as a "Ray" of light travels through the Water, Air, and Glass mediums.

4. Next, I will ask the children to pick a partner for a simple guessing game. This game will allow the students to practice what they've learned about the effects of mediums on the ray of light.

5. The students will be asked to create a Mystery A or B for their partner, each taking a turn to create the simulation.

6. After everyone has taken a turn guessing the type of medium that affected the ray of light, we will discuss  our conclusions as a group.

7. This activity can be added to or adjusted depending on the developmental appropriateness of the students in the classroom.

The following Science Standards apply to this Teaching Idea for Bending Light Exploration:

A.4.1 When conducting science investigations, ask and answer questions 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.4.5 Use data they have collected to develop explanations and answer questions generated by investigations

C.4.7 Support their conclusions with logical arguments

C.4.8 Ask additional questions that might help focus or further an investigation


Activity #7

Activity 7: Acids and Bases

Water is everywhere!  So, lets spend one more activity learning about one of the key aspects of water.  Water has the ability to dissociate (break apart from HOH (or H2O) into H+ ions and OH- ions).  We refer to solutions with lots of H+ ions as acids and solutions with lots of OH- ions as bases.  By adding chemicals with H+ ions acidic solutions can be made.  By adding chemicals with OH- ions basic solutions can be made.


Activity Tasks:

 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.*** (Slides 146 through 157)
ANSWER:
1. The color of a solution identifies if it is an acid, base, or neutral solution.
B. The color does not tell whether the solution is an acid or a base.

2. Which solution is basic?
D. More than one of the solutions has a pH above 7, therefore both B and C are basic.

3. Which solution is acid?
C. The amount of Hydrogen atoms is more in this solution

4. Which solution is basic?
B. The lower amount of Hydrogen atoms versus hydroxide makes this a basic solution. 

5. Which solution is acidic?
D. Both A and B have a pH level that is below 7, making them acidic.

6. How will adding water effect the pH?
A. Increase the pH- more water will lessen the acidity, and the pH goes up.

7. How will equal amount of water effect the pH?
B. Decrease the pH because more water lessens the base, so the pH will go down. 

8. What is the order from most acidic to most basic?
A. A= 6.50, B= 7.40, and C= 12.06

9. What is the order from most acidic to most basic?
C. B, A, C

10. If spit has a ph = 7.4, what does that tell you about the water equilibrium?
2H2O<-> OH- +H3O+
ANSWER: A. 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.








Activity #6

Activity 6: States of Matter and Intermolecular Forces



To begin this activity, review the Content Slides in D2L on States of Matter and Intermolecular Forces. We are all familiar with the states of matter (solids, liquids and gases) for many substances. In the First Activity we explored these states of matter for water. In Activity 6, we would like to take our overall understanding of states of matter to the molecular level. We will use the States of Matter simulation at http://phet.colorado.edu/ . There are two key characteristics of molecules that determine their state of matter. The first one is the temperature of the matter, and the second one is the intermolecular forces (how well atoms/molecules stick to one another) between atoms and molecules.

One of the first things to think about here is temperature. Temperature and thermometers have a very similar relation to speed and speedometers. For all practical purposes, a thermometer is really a speedometer for molecular speed or motion. At this site (another good NSF funded science education site)http://www.visionlearning.com/library/module_viewer.php?mid=48 , is a good overview of temperature with a good image of the temperature scales and conversions between different scales. Notice that the Kelvin scale starts at zero and goes up from there. This is like our car speedometer, in that at 0 Kelvin (K), molecular and atomic motions stop. As the temperature rises, atoms and molecules begin to move faster and faster.

The second thing to consider is the intermolecular forces (attractions) that exist between molecules. In the D2L content slides there are a few types of attractions described, notice all of these are defined by the attraction that exists between positive and negative charges. Water is a great example of a molecule that has strong attractions that we call hydrogen bonding. It is this strong attraction that makes water a unique molecule on our planet. It turns out that the hydrogen atoms tend to be positive in charge, and the oxygen atoms tends to be negative in charge.



Tasks to be completed for Acitivity 6

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

0°F= 255°K
32°F= 273.15°K
70°F= 294.26°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?

ANSWER: The molecules are spaced more evenly in the solid state. They are slightly connected to each other, and are barely moving at 0 K. The Hydrogen atoms (shown as white color in simulation) seem to be attracted to each other at 0 K. 

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.

ANSWER:

  • ~60 ATM
  • ~56 K

5. The following Science Standards were used in this activity:

A.4.1 When conducting science investigations, ask and answer questions 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.4.2 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

Thursday, January 23, 2014

Activity #5

To complete Activity 5, complete the tasks below:

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
Density of Lithium= 0.534 kg/L

# of Protons: 5
# of Neutrons: 0
# of Electrons: 3



Boron
Density of Boron=2.34 kg/L

# of Protons: 7
# of Neutrons: 0
# of Electrons: 5

2. Define density and the equation for density and post on your blog.
ANSWER:
The definition of DENSITY is the degree of compactness of a substance.

The equation used to determine density is:
(Density=Mass/Volume)


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.

For my chosen activity, I completed the fun sheet for Density Buoyancy by Milton Johnson. The following information comes from the lesson Mr. Johnson provided on the website.

PhET- Density Activity- Funsheet
Custom Section                                                                                    
Name Zahida Severson


Material

Mass (kg)

Volume (L)

Density (kg/L)

Does it Float?

Styrofoam
0.75 kg
5 L
0.15 kg/L
yes

Wood
2.00 kg
5 L
0.4 kg/L
yes

Ice
4.6 kg
5 L
0.92 kg/L
yes

Brick
10 kg
5 L
2.0 kg/L
No

Aluminum
13.5 kg
5 L
2.7 kg/L
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__4 L________                Density_____1 kg/L________

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

ANSWER: The density would be the same.

Same Mass Section

Material

Mass (kg)

Volume (L)

Density (kg/L)

Does it Float?

Blue
5 kg
5 L
1 kg/L
Yes

Yellow
5 kg
10 L
0.5 kg/L
Yes

Green
5 kg
2.5 L
2 kg/L
No

Red
5 kg
1.25 L
4 kg/L
No


Same Volume Section

Material

Mass (kg)

Volume (L)

Density (kg/L)

Does it Float?

Blue
6 kg
5 L
1.2 kg/L
No

Yellow
8 kg
5 L
1.6 kg/L
No

Green
4 kg
5 L
0.8 kg/L
Yes

Red
2 kg
5 L
0.4 kg/L
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?
            ANSWER: The density of an object must be 1 or lower in order for it to float.       

Same Density Section:
4.  Calculate the density of the blue object in this section.

     Mass ___3 kg___        Volume____3.75 kg___       Density___0.8 kg/L___

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

            ANSWER: The yellow and red objects are able to float because they both have a density that is less than 1 kg/L.


Mystery Section:
6.  Before you start, pick an object that you think will float.  _________B_______________
     Pick an object that you think will sink.  _________E______________


Material

Mass (kg)

Volume (L)

Density (kg/L)

Does it Float?

A
65.14 kg
3.38 L
19.27 kg/L
No

B
0.64 kg
1 L
0.64 kg/L
Yes

C
4.08 kg
5.83 L
0.7 kg/L
Yes

D
3.1 kg
3.38 L
0.92 kg/L
Yes

E
3.53 kg
1 L
3.53 kg/L
No

7.  In the Custom section describe the difference between how Styrofoam and ice  
     floated.  Also explain why you think this is the case?

            ANSWER: The density of both the Styrofoam and the ice is lower than 1 kg/L. This is why both materials are able to float. All the other objects have a higher density, meaning that they will sink.

8.  In the Same Mass Section discuss what was interesting about the blue object’s behavior in the water.
            ANSWER: Depending on where the blue object is placed in the water, it is able to sink or float.

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.
            ANSWER:  The densest object from the table is gold. According to the table, gold has a density of 19.31 kg/L.

10.  List something you learned from this activity.
( This list also fulfills the tasks for #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.)
            ANSWER: I have learned that an object will float if the density is lower than 1 kg/L. Some of the other lessons I learned from this simulation include:
Blue
Material= Apple
Mass= 0.64 kg
Volume= 1 L
Density= 0.64

Yellow
Material: Gold
Mass=65.14
Volume=3.38
Density=19.27

Green
Material= Gasoline
Mass= 4.08
Volume= 5.83
Density= 0.7

Red
Material=Ice
Mass=3.1
Volume= 3.38
Density= 0.92

Purple
Material=Diamond
Mass=3.53
Volume=1
Density=3.53
5. The following Science Standards that were 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.
A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations.
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.
C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations
C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations.
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

C.4.7 Support their conclusions with logical arguments
C.4.8 Ask additional questions that might help focus or further an investigation  

Thursday, January 16, 2014

Activity #4

Activity 4: Exploration of Science Education Standards


CHEM 105 not only provides an opportunity for students to learn more about chemistry and science, but it also offers an opportunity for future educators, parents and members of society to understand the expectations society has created for science education standards. In the last four activities (5-8) we will explore science concepts and also relate these to the science standards we will first explore in Activity 4.
For this activity please refer to the Wisconsin Science Standards at this website:


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. 

The complete list of Science Standards for 4th grade students in Wisconsin includes the following items:

STANDARD A: Science Connections
By the end of grade four, students will:
A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed
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
A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations
A.4.4 When studying science-related problems, decide which of the science themes are important
A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred

STANDARD B: Nature of Science
By the end of grade four, students will:
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
B.4.2 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
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

STANDARD C: Science Inquiry
By the end of grade four, students will:
C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations
C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations
C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations
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
C.4.7 Support their conclusions with logical arguments
C.4.8 Ask additional questions that might help focus or further an investigation

STANDARD D: Physical Science
By the end of grade four, students will:
PROPERTIES OF EARTH MATERIALS
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
D.4.2 Group and/or classify objects and substances based on the properties of earth materials
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
D.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
POSITION AND MOTION OF OBJECTS
D.4.6 Observe and describe physical events in objects at rest or in motion
D.4.7 Observe and describe physical events involving objects and develop record-keeping systems to follow these events by measuring and describing changes in their properties, including:
  • position relative to another object
  • motion over time
  • and position due to forces
LIGHT, HEAT, ELECTRICITY, AND MAGNETISM
D.4.8 Ask questions and make observations to discover the differences between substances that can be touched (matter) and substances that cannot be touched (forms of energy, light, heat, electricity, sound, and magnetism)

STANDARD E: Earth and Space Science
By the end of grade four, students will:
PROPERTIES OF EARTH MATERIALS
E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations
E.4.2 Show that earth materials have different physical and chemical properties, including the properties of soils found in Wisconsin
E.4.3 Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and minerals, using the common vocabulary of earth and space science
OBJECTS IN THE SKY
E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time
CHANGES IN THE EARTH AND SKY
E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes
E.4.6 Using the science themes, find patterns and cycles in the earth's daily, yearly, and long-term changes
E.4.7 Using the science themes, describe resources used in the home, community, and nation as a whole
E.4.8 Illustrate human resources use in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world

STANDARD F: Life and Environmental Science
By the end of grade four, students will:
THE CHARACTERISTICS OF ORGANISMS
F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive
F.4.2 Investigate* how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)
LIFE CYCLES OF ORGANISMS
F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type
ORGANISMS AND THEIR ENVIRONMENT
F.4.4 Using the science themes*, develop explanations* for the connections among living and non-living things in various environments

STANDARD G: Science Applications
By the end of grade four, students will:
G.4.1 Identify* the technology used by someone employed in a job or position in Wisconsin and explain* how the technology helps
G.4.2 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
G.4.3 Determine what science discoveries have led to changes in technologies that are being used in the workplace by someone employed locally
G.4.4 Identify* the combinations of simple machines in a device used in the home, the workplace, or elsewhere in the community, to make or repair things, or to move goods or people
G.4.5 Ask questions to find answers about how devices and machines were invented and produced

STANDARD H: Science in Personal and Social Perspectives
By the end of grade four, students will:
H.4.1 Describe* how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care
H.4.2 Using the science themes*, identify* local and state issues that are helped by science and technology and explain* how science and technology can also cause a problem
H.4.3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care
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

The Sub-Standards that I have used in my college career include:


A.4.2 = I have most recently used this standard as I completed Activity #1 for this Chemistry 105. During the experiments for freezing and boiling water, I used previous experiences in cooking as a basis for my hypothesis. Based on my previous observations, I was able to accurately predict the outcome for each of the experiments that I conducted
.
B.4.2 = During my Biology 101 course, we studied the changes in the environment locally. We conducted experiments in the laboratory and on-site relating to the green algae in Lake Menomin. We discovered that a variety of factors in the environment have led to the increasing danger of the water in this local body of water. The research that we conducted during this course was later used as evidence  when the instructor was applying for grants in the Science department at Stout, and to begin improving  the terrible conditions of Lake Menomin.

C.4.8 = Throughout my time at UW-Stout, I have used this standard in a multitude of content areas. The most recent experience has been during lesson planning for the preschool classroom on campus. Although the lessons were not specifically designed as science content, the investigation and further questioning played a key role in my consideration for planning and implementing lessons with the preschoolers.

D.4.3 = While conducting the initial experiments for this Chemistry 105 course, I was testing the three states of matter. The areas we were learning more about included solids, liquids and gases. Additionally, we were testing the conditions of the boiling and freezing points related to temperature of the water. We also added salt to determine the effects of extra compounds with water to the freezing point. The experiment furthered my understanding of the three states of matter.

E.4.5 = As a Early Childhood educator, I have had countless opportunities to discuss the weather with young children. By using part of the morning circle time to discuss the weather, I am enriching the children's understanding of weather conditions and scientific terms. For example, we typically discuss the current weather as observed out the windows and also make predictions about upcoming weather. We may use terms such as rainy, cloudy, snowy, and sunny.

F.4.2. = Outside of the classroom, I have been working on growing an herb garden with my youngest child. We recently discovered that her plants were not receiving enough sunshine, and were beginning to shrivel up and dying slowly. To attempt to revitalize our plants we replanted them into better soil, and began watering them on a more regular basis. By changing the conditions for the herb garden, we were able to return the plants to their more healthy state, and avoid early death.

G.4.2 = As a non-traditional college student, I have had a lot of exposure to newer technologies than is typical for my age group. I have also observed that the technology that was used by my parents and grandparents has been continuously improved by mine and younger generations. During my Impacts of Technology course, we spent a majority of our time in the classroom talking about many of the updates and newer innovations that will affect younger generations in today's school systems.

H.4.3 = Science advancements in nutrition has helped me as I strive to become a more healthy person. For years I struggled with stomach issues, headaches, and other physical ailments that my doctor could not diagnose. Fortunately, recent scientific research has discovered that the problems I was having are related to an intolerance to gluten. Scientists have recently found many links between the diet and celiac disease (a hereditary intolerance for foods containing gluten). Needless to say, that I am truly grateful for the scientists that have diligently researched this issue for patients such as myself.



Also for this activity, you are to explore the Next Generation Science Standards.  These are new standards that are being proposed at the federal level that many states, including Wisconsin, are now in the process of developing adoption plans.

As you explore this site, and perhaps others that are related, answer the following three questions.
1. What do you see are big changes compared to the previous standards?
ANSWER:
Some of the changes to the new standards include:

  • English and Math alignment with Science
  • Higher focus on furthering education: emphasis on college preparation and future careers
  • Engineering is integrated with Science
  • More concentrated focus on building a deeper understanding and application of content
  • Instead of focusing on curriculum, the emphasis is on student performance expectations 
2. How are these standards connected to the other disciplines such as math and literacy?
ANSWER:
The new standards seek to integrate more areas of study together. Therefore, science is now incorporating math and literacy building skills. The next generation standards are more inclusive than those used previously.

3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?
ANSWER: 
As an Early Childhood teacher, it is my responsibility to teach a variety of all subject matter. This means I must have a clear, concise understanding of each area of study. However, trying to implement required curriculum and the new integrated standards may be challenging for teachers until they can find a good flow for organization/planning. Just like anything new, it will take time for teachers to be able to build up to the expectations laid out with the next generation standards.