Blog Activity 8

1. Work with any of the Chemistry Simulations (PhET) and/or develop a demonstration (do a web search, there are many demos out there) to create your own Teaching Ideas. The criteria for this as follows:
a. must identify and meet three next generation science education standards within the K-2 grade band
b. must be original work
c. Must be scientifically accurate and appropriate for the directed grade level
d. Must have an accompanying worksheet with at least 7-10 questions related to each activity simulation. Answering these questions should be related to meeting the science standards identified.

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

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.EL. 1 uses observation to gather information

My experiment deals with the different states of matter: solids, liquids, and gases. I will tell the students what each of these are and draw on the board what each of these molecules look like. I will give the students many different examples of each state, and then have the students do it themselves to see what they've learned and what they remember. I will place different objects of each of these around the room such as a pencil for solid, a cup of water for liquid, etc.

The worksheet for this experiment will be:
1. Draw a picture of something in the room that is a solid.
2. Draw a picture of something in the room that is a liquid.
3. Can you find something in the room that is a gas? (Hint! Blow on your hand. Do you feel that?!)
4. Draw a picture of what solid molecules look like.
5. Draw a picture of what liquid molecules look like.
6. Draw a picture of what gas molecules look like.
7. Give one more example of a solid that is not in this room.
8. Give one more example of a liquid that is not in this room.
9. Give one more example of a gas that is not in this room.

2. How do you feel your understanding of science and chemistry in particular has changed due to your experiences in this class?
My understanding of science has changed due to the fact that I now see how it plays a part in every day activities. Things such as blowing up a balloon with Helium or air, boiling/freezing water, all of the different chemicals around my house, or how fireworks are created are all created through science. My understanding of chemistry has changed by looking into the deeper aspects of science. There are many branches of science, but chemistry is looking into the smallest parts of it. I never understood chemistry in high school and thought this class was going to be too complicated for me. From sticking it out, I feel as if it makes so much more sense and this class honestly would have been helpful before going into chemistry in high school because it would have been much easier to learn if I would have learned it the way this class taught me.

3. What was the most challenging concept covered and why?
The most challenging concept for me was the naming of the molecules. I've always had a struggle with this and have never fully understood how the names change and why. I understand it a little bit more since I've done the activity because I had to practice a ton when naming 20 different substances around my house. I still don't completely understand, but I have a better idea.

4. How could you facilitate future learning to your students who might also find learning about science and chemistry challenging?

I would help my students understand by giving them hands on activities that allow them to work through the problems that they are struggling with rather than just have them answer questions on paper. I would also facilitate this learning by having the students practice a ton. This class helped me learn the content by having me do repetitions of the examples and this is what I will do with my students as well.

5. As you think about your future in education, give three ways you think you'll be able to implement the skills you've learned in this class (it doesn't necessarily have to be chemistry content based).

-repetition and practice: The more examples/time you give a student to learn the content, the better they will learn it. If they mess up once, they have more chances rather than just moving onto a new subject and forgetting about it.

-hands on activities:  by giving the students hands on activities they will be able to practice and learn through their own successes or mistakes.

-responsibility: With this course I have really taught myself to be responsible when it came to getting all of my homework done and learning the content over 4 weeks of class on my own. I will teach my students the same thing by having due dates and making sure my students get their work done on time.

Blog activity 7

1. Complete the Clicker Questions on Gas Laws in the Teaching Idea "Concept Questions" for Chemistry using PhET" posted by Trisch Loeblein. Use the PhET simulation Gas properties to help answer the questions. On your blog post the answers with your scientific explanations to these questions. 
  

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: C. Greater- Air molecules are about 150 times the size of helium molecules. They are more dense, creating more pressure than the helium molecules. 

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. The helium molecules are smaller and less dense than those of air molecules. Therefore there is less pressure in the helium balloon. 

3.       How does 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. As stated before, air molecules are about 150 times the size of helium molecules. That being said, it takes less air molecules to fill up the space than it does helium molecules. 

4.       How does the average speed of Helium molecules compare to that of the air molecules? The average speed of the He molecules is: C. greater. Helium molecules are smaller than air molecules, making them able to move quicker. 

5.       What will happen to the pressure if temp is held constant and the volume decreased? B. Pressure goes up because there are more collisions happening, but the same force per collision. When the volume decreased, it caused the pressure to increase. 

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: B. has stayed the same. The bottle was sealed and didn't let any other air molecules in or out of it. Therefore, the number stayed the same. 

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? B. Equal to.The shampoo bottle is sealed containing air from Denver. No air molecules are entering nor leaving the bottle. Therefore, the air pressure in the bottle will remain the same as Denver's. 

8.       How does the pressure inside the bottle compare to the pressure of the air in Boston? A. Less than. The air pressure in the bottle is less than the air pressure in Boston because Denver's altitude is higher than Bostons. 

9.       If you had a water bottle with very soft sides. When you open your suitcase in Boston, the bottle would look: A. Squished. This is because the air pressure in the bottle is less than the air pressure in Boston. 

Blog Activity 6

1. Complete the teaching idea "Concept questions for chemistry using PheT" posted by Trish Loeblein on the pH scale simulation. On your blog post the answers with your scientific explanations from the "Clicker Questions pH Scale" posted by Trish.
      1. The color of a solution identifies if it's an acid, base, or neutral solution. B. False. the color of the solution depends on the pH level.
      2. Which solution is basic? D. more than one. In B and C the pH level is higher than 7. If a pH level is greater than 7 it is known as basic.
      3. Which solution is acidic? C. C has a high level of H3O+
      4. Which solution is basic? B. A is neutral and C is acidic.
      5. Which solution is acidic? D. A and B are more acidic because of the higher levels of Hydronium.
      6. How will adding water effect the pH? A. increase in the pH- by adding more water, the acidity will   decrease .
      7. How will the equal amount of water effect the pH? B. decrease in the pH- more water lessens the basicity, so the pH goes down, but only by .3.
      8. What is the order from most acidic to most basic? A. The higher the pH the more basic it is. The lower the pH the more acidic it is.
      9. What is the order from most acidic to most basic? C. BAC - A is water and water's pH is 7. B has  pH of 13 and C is soda pop having a pH of 2.5.
      10. If a spit has a pH of 7.4, what does that tell you about the water equilibrium? A: something was
added that made the equilibrium shift left. The pH is not 7, meaning something was added. if NaOH was added to the water, OH is in the solution and will react with H3O+ to make the pH go up.

2. Complete the Teaching Idea "intro to Strong and Weak Acids and bases" posted by Chris Bires on the Acid-Base Solutions simulation and post on your blog your data and answers to the questions posed.

Name: Rachael Anderson

Introduction to Strong and Weak Acids and Bases PhET Lab (rvsd 5/2011)

        How does the strength of an acid or base affect conductivity?pH?

Introduction:

When you test your pool’s pH, what are you those little vials or paper strips telling you?  When you hear an acid called “strong” or “weak”, what do those terms refer to?  In aqueous solutions, compounds can exist as molecules (undissociated) or ions (dissociated).  When an acid or a base exists in solution nearly completely as dissociated ions, we refer to that acid or base as strong.  A weak acid or base will donate ions to the solution, but will remain primarily as undissociated molecules.

Notation:

Acids are abbreviated HA, with the H representing the proton (H+) the acid donates to the solution.  The A is referred to as the acidic anion (A-) that is left in solution as the proton is donated.

Strong Bases are abbreviated MOH, with the OH representing the hydroxide ion (OH-) the base donates to the solution.  The M is cation (M+) that is left in solution as the hydroxide is donated..

Autoionization:

Even without any acid or base added a very small number of water molecules will form protons (H+) and hydroxide ions (OH-).  The protons will then form hydronium ions, the acid ion.

Procedure: PhET Simulations à Play With Sims à Chemistryà Acid-Base Solutions à  

The concentration of the acids and bases used in the  at 0.010 (10^-2) Molar.

·         Begin with a strong acid and lower the pH probe into the beaker.  What is the pH of this solution? 

·         Test this strong acid with both pH paper and the conductivity probe.  What color does the pH indicator become?  Is this strong acid an electrolyte?  Does current travel through this solution?

·         Repeat the above tests with the weak acid, the strong base, and the weak base, and water.  Collect your observations in the table below:

	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- 2	Orange-5	Blue-12	Green-9	Yellow-7
Conductivity (bright/dim/none)	Bright	Dim	Bright	Dim	none
Exists as Mostly (ions/molecules)	Ions	Molecules	Ions	Molecules	Ions

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 x10^-2	1.00x10^-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	1.50 x 10^-2	3.87 x 10^-5	3.87 x 10^-5	4.41
	.150 M	1.50 x 10^-1	1.22 x 10^-4	1.22 x 10^-4	3.91
	.015 M	1.93 x 10^-4	1.48 x 10^-2	1.48 x 10^-2	1.83
	.150 M	1.58 x 10^-2	1.34 x 10^-1	1.34 x 10^-1	.87

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	3.87 x 10^-5	3.38 x 10^-5	9.58
	.150 M	1.50 x 10^-1	1.22 x 10^-4	1.22 x 10^-4	10.08
	.015 M	1.93 x 10^-4	1.48 x 10^-2	1.48 x 10^-2	12.17
	.150 M	1.58 x 10^-2	1.34 x 10^-1	1.34 x 10^-1	13.13

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 : 5.5          Strong Acid, 0.01 M : 2.00

12.  Explain the significance of the results of your calculation above. There are fewer ions in a weak acid making the pH higher. There are more ions in a strong acid making the pH lower.