Blog # 9 Integration of Knowledge and Application to Teaching

Blog # 9 Integration of Knowledge and Application to Teaching

1.

The Experiment is Sink or Float 

Materials Needed:
Tubs of water (one for every pair of children)
Small items that will float
Small items that will sink
Towels

Set Up:
Fill tubs with water. Gather float and sink items, and sort them into bowls or containers.

Procedure: The students will gather and record their predictions as to what will sink or float. The teacher will record in a chart for what each child thinks. She will also record the final results for each object. Give each pair of children a tub of water, and tell them they are going to test several things to see if they will float or sink. Pass each child a bottle cap, and ask them to make a prediction whether they think the cap will float or sink.  Ask them to place the bottle cap in the water to see what happens. Have children test each of the items in the same manner, making a prediction first, then testing them. Do not pass out all of the items at once; instead, pass them out one at a time, randomly. Each child gets their own item to test in the water, but each pair of children shares a tub of water.

Examples of things that sink:
Pebble
Penny
Marble
Toy fish (like a math manipulative fish)

Examples of things that float:

Bottle Cap
Feather
Unifix cube
Small piece of paper

a. This experiement/demonstration meets the following science standards:

 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


D.4.2 Group and/or classify objects and substances based on the properties of earth materials

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

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

b. This experiment is designed for Preschool and Kindergarten Grade level. 

c. Worksheet

Since this is a kindergarten and preschool activity the questions from the worksheet would be asked by the teacher and the children would raise their hand to share their answer.

1. What objects sank?

2. Which objects floated?

3. Why do you think some objects sank while others floated?

4.  Does an object sink it is heavy or light? Circle the right answer: Heavy or Float

5. According to our chart: How many objects sank?

6. According to our chart: How many objects floated?

7. Where your guess on what would sink correct? Circle yes or no?

8. Where your guesses on what would float correct? Circle yes or no?

2. How do you feel your understanding of science, and chemistry in particular, has changed due to your experience in class? 

3. What was the most Challenging concept Covered and why?

The most challenging concept we covered was acids and bases. I understood that something was either an acid or a base based on if it was above or below the Ph of seven. I had a hard time figuring out how things became this way. Like what was added or taken in to make the Ph level what it was. I did like learning about what household items or products were an acid or a base because I enjoyed learning how chemistry can relate to our world from a day to day basis. 

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

I could facilitate learning to my students who find this subject challenging by relating an experiment or concept to something they are already interested in to help spark interest. I would also be sure to have a very hands on experiment that the students would be active in. It may help them focus and this would allow me to walk through the area the are not understanding and answer any questions they may have with them one on one.

5. As you think about you futures 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 content based)

• I plan to use simulations in my class like the ones that were shown in this course to either introduce a concept or further understanding of a concept for my class.
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Activity # 7 Acids and Bases

Activity # 7 Acids and Bases
1. The color of a solution identifies if it is an acid, base, or neutral solution. True or False

False.  The pH determines whether it is a base or acid. A pH that is above 7 is a base and below 7 is an acid. A 7 would yield a neutral solution.  The color of the solution does not determine whether it is a acid, base, or neutral solution. 

2. Which solution is basic?

More than one. Solution B and C are both above 7 so they are basic. 

3. Which solution is acidic?

C is the solution that is acidic.  The high level of H3O+ in C tells us that C is acidic.

4. Which solution is basic?

B is the solution that is basic.  A is neutral coming in at 7 on H3O+ and OH-.  B is basic with OH- at -2.  C is acidic with H3O+ at -3. 

5. Which solution is acidic?

A & B.  H3O+ for both A and B high enough to be acidic.  10^16 is neutral and both of these are higher than that. 

6. How will adding water effect the pH?

A.Increase the pH. Adding water with a pH of 7 will add to the pH level of 5 since the pH level of water is higher than the starting pH. It takes away from the acidity of the starting solution to make it more basic. 

7. How will equal amount of water effect the pH?

Starting Solution with pH of 10 with end solution of ph of 9.71 after equal water added

B.Decrease the pH. The pH of the solution is higher than that of the water so it will decrease the pH of the solution.  The solution is pH of 10 and water is a pH of 7. Adding an equal amount of water will bring the pH of the solution down to around 9.71.

8. What is the order from most acidic to most basic?

A. A B C. The lower the pH the higher the acidity.  The higher the pH the more basic it is. The order from smallest to largest is A, B, C. 

9. What is the order from most acidic to most basic?

E. C A B.  The higher the bar on the graph for the H3O+ the more acidic the solution is.  The order from highest to lowest is C, A B.

10. If spit has a pH = 7.4, what does that tell you about the water equilibrium?

A. Something was added that made the equilibrium shift left

·         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:

  

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.

Blog # 4 Exploration of Science Education standards

   Activity # 4 Exploration of Science Education Standards 

A. (Science connections) 

A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred......(freezing boiling and room temp water)

B  (Nature of Science)  
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.
We learned about the following people during our first few class periods of the year:




The information came from Chemistry for Changing Times 12th Edition. Specifically chapter 1 titled Chemistry: A science for All Seasons

    C The Wisconsin substandard I choose to look into was Science Inquiry. The following is the standard I'm choosing to focus on. 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. This standard has been fulfilled in this chemistry class specifically when we were assigned to blog activity #2 on atoms and atom structure. We had to use common items found around the house to demonstrate our understanding of our favorite elements. I learned the information and applied it in order to make a 3D model. I choose to do fluorine  neon, and potassium. We recorded the number of protons, neutrons, and electrons for each element. I was able to show how many protons and neutron could be found in each nucleus and how how many electrons were in each specific element. The model was a various way to display my answer. The pictures below are from the assignment. 


D (Physical Science)
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
The Blog Activity # 6

E (Earth and Space Science)

F (Life and Environmental Science)

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.....

I had done an activity in Elementary school that involved Caterpillars. We made observations everyday and recorded them in our science notebooks. We watched it go through all stages until it became a butterfly.

G (Science Applications)
G.4.1 Identify* the technology used by someone employed in a job or position in Wisconsin and explain* how the technology helps

H (Science in Personal and Social Perspectives)

1. What do you see are big changes compared to previous standards?
"A significant difference in the Next Generation Science Standards (NGSS) is the integration of engineering and technology into the structure of science education by raising engineering design to the same level as scientific inquiry in classroom instruction when teaching science disciplines at all levels, and by giving core ideas of engineering and technology the same status as those in other major science disciplines." The idea to do this is not new but it is rather the attention that will be given to combined engineering and technology that is the most obvious change. There are also two different positions for why these changes are being made. One position is aspirational and the other is practical.
         Another change is the use of models to collect data or to predict phenomena.  There are three changes that have been made within modeling that need to be understood and considered or practiced. 
  1) to represent or describe, 2) to collect data, or 3) to predict.  


2. How are these standards connected to other displines such as math and literacy? 
These standards are connected to The NGSS are aligned with the CCSS to help the students to keep a balanced pace in all learning areas. The different sets of standards for math, literacy and science overlap which can help students  ensure a symbiotic pace of learning in all content areas.  The three sets of standards overlap in meaningful and substantive 
ways and offer an opportunity to give all students equitable access to learning standards.

3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?
I think one of the challenges for the teachers would be to obtain resources for all student in the technology area needed for engineering design. Many students do not have access to a computer at home due to economic status. Many schools do not have lap tops or IPads for each classroom. Current technology maybe in the form of a mobile lab and this would limit access and time needed to complete tasks related to this standard. Modeling may also  prove to need additional resources. With tight school budgets it will be up to the teach to locate low cost materials for the students to use in their modeling



References: http://www.nextgenscience.org

Blog Activity # 5 Density

Blog Activity # 5 Density

1.
Lithium
Protons:3
Neutrons:3
Electrons:3
Density: 0.534 g·cm⁻³ 


Boron 
Protons: 5
Neutrons: 6
Electrons: 5
Density: 2.08 g·cm⁻³ 



2.
DENSITY is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume.
The equation that can be used is:
Mass/Volume or d=m/v

3.








4. Mystery Block Simulation:

Same Volume

Same Density

Mystery

Standard D: Physical Science

STRUCTURE OF ATOMS AND MATTER 
D.12.1 Describe* atomic structure and the properties of atoms, molecules, and matter during physical and chemical interactions* 
D12.2 Explain* the forces that hold the atom together and illustrate* how nuclear interactions* change the atom 

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

Activity # 6 States of Matter and Intermolecular Forces

Activity # 6 States of Matter and Intermolecular Forces

1. Convert:

0°F = 255 K
32°F  = 273.15 K
70°F = 294.26 K
212°F = 373.15 K

2.

3. All of the molecules are touching but are not moving. They are all attracted and stuck together at O K. 

4. 

60 ATM

57 K 


5. 
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.4.7 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

Activity # 3 Common Models, Structures, and Names

Activity # 3 Common Models, Structures, and Names

1. Methane  (CH₄), an odorless gas, is the primary component of natural gas. The strength of the covalent carbon hydrogen bond is among the strongest in all hydrocarbons. Methane, a biogas (derived from biological sources)  is a greenhouse gas with a global warming potential 22 times the warming ability of carbon dioxide. It is estimated that each year 45,000,000 tons of methane are added to the atmosphere from the "venting" of intestinal gases of large animals. When methane is used as a fuel, small amounts of very strong smelling mercaptans (sulfur containing compounds) are added to allow detection of leaks.

Methane is the simplest alkane (Compounds with only single bonded carbon and hydrogen atoms).

The methane molecule is tetrahedral with a central carbon atom surrounded by 4 hydrogen atoms directed at the corners of a regular tetrahedron.

Ammonia (NH₃) is typically found as a gas possessing  a characteristic pungent odor. Ii is commonly found in household cleaning products. Although a mild base, it can be hazardous if spilled or inhaled. Ammonia is a primary source of biological nitrogen and is the first step in biosynthesis reactions that ultimately lead to proteins, vitamins, DNA and RNA type molecules. Commercially, it is used in preparing fertilizers, explosives and pharmaceuticals. Almost all nitrogen atoms used in biological processes or commercial chemical manufacturing comes form ammonia.

The ammonia molecule has a trigonal pyramidal shape. The nitrogen atom has an unshared pair of electrons that project away from the central nitrogen atom. This unshared pair (a proton acceptor) is what makes ammonia a base. The non-symmetrical shape of the ammonia molecule creates a dipole moment that makes the ammonia molecule polar. This polarity assists in creating a network of hydrogen bonds; an explanation for ammonia dissolving in water.

Carbon Dioxide (CO₂) is a gas that averages ~380 ppm by volume in the earth's atmosphere. It is produced by biological respiration, burning of fossil fuels, and geothermal events such as volcanoes, hot springs and oceanic thermal vents. It is one of the major gasses involved in the greenhouse effect. As a solid ("dry ice") carbon dioxide sublimes (directly converts from solid to gaseous state) above -78 ^oC.

The carbon dioxide molecule has a linear shape determined by two double bonds  (O=C=O) between the center carbon atom and each oxygen atom.

2. 

	IUPAC	Common Name	Molecule Formula
1	Sodium bicarbonate	Alka Seltzer	CHNaO3
2	Ethylene glycol	Antfreez	C2H6O2
3	Sodium hypochlorite	bleach	NaCIO
4	Sulphuric hypochlorite	Battery acid	H2SO4
5	Alloy of copper and zinc	brass	Cu and Zn
6	Calcium carbonate	chalk	CaCO3
7	Sodium hydroxide	Easy off	NaOH
8	Calcium oxide	Lime	CaO
9	Dihydroxyaluminum sodium carbonate	Rolaids	NaAl(OH)2CO3
10	Sodium chloride	Salt	NaCl
11	Aspartame	Nutrasweet	C14H18N2O5
12	Sucrose	Sugar	C12H22O11
13	Calcium carbonate	Tums	CaCO3
14	Acetic acid, thanoic acid	Vinegar	C2H4O2
15	Ascorbic acid	Vitamin C	C6H8O6
16	Ammonia plus detergents, dyes and fragrances	Windex	NH3
17	Silicon dioxide	Sand	SiO2
18	Calcium hydroxide	Plaster	Ca(OH)2
19	Calcium carbonate	Marble	CaCO3
20	Magnesium sulphate	Epsom salts	MgSO47H2O

3.
Carbon: 4
Hydrogen: 1
Oxygen:  2

4. IUPAC stands for International Union of Pure and Applied Chemists. Its task is to come up with appropriate rules for the nomenclature of compounds as well as to create a data base for all the known compounds.
5. 
Laundry Powder Concentrate

Phosphate free to protect the environment. Charged with oxygen to deliver a white and bright wash without harming our most precious resource - nature! The fresh aroma is from Australian eucalyptus oil, which is also prized for its grease cutting properties EcoSafe Laundry Powder Concentrate contains the highest amount of active ingredients that can be packed into a laundry powder - there isno fillers to pad out this economical product; with enzymes to remove proteins and blood; a chlorine scavenger for town water; and an anti-redeposition agent to keep dirt in suspension to prevent it from re-settling on fabric.

  

I believe that this product contains chlorine. A chlorine molecule has the formula Cl_{2 therefore the laundry powder concentrate contains a chlorine molecule therefore a chemical.}