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Activity 8 The for my activity, I chose the build an atom simulation. These are science standards it meets: A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed The top of this assignment shows preliminary questions the students must answer that will help them better understand the experiment. 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 In order to answer the questions posed, the students will need to learn from the teacher, or look up the information some other way. 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 The students will use a computer simulation to complete the assignment.

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Activity 8 I chose to do investigation of a solution's color by Ted Clark and Julia Chamberlain.

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4. Vinegar - acetic acid CH3OOH

Baking soda - Sodium hydrogen carbonate NaHCO3

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Activity 7

Trish Loeblein's teacher submitted activity 1. False 2. D 3. C 4. B 5. D 6. A 7. B 8. A 7. B 8. A 9. E 10. A

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Activity 6

3. Water molecules are packed together. The oxygen and hydrogen atoms are attracted to each other but there is space between them.

4. Water expands to make room for the strong bonds it creates when it freezes.

5. Temperature: 275 K Pressure: 2 ATM

6. C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations.

Using this simulation, we were able to collect data on how molecules react to temperature, and answer questions based on this.

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

Using this simulation, it was easy to see how the same substance can change due to temperature.

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Activity 5

I chose density and buoyancy by Milton Johnson for my teacher submitted activity.

Standards that can be met through Activity 5:

A.4.1

A.4.3

B.4.1

C.4.1

C.4.5

C.4.6

E.4.2

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Activity 5

2. Density is the ratio between mass and volume or mass per unit volume.

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Activity 5

Lithium

Protons: 3

Neutrons: 3

Electrons: 3

Density: 0.535 g/cm^3

Boron

Protons: 5

Neutrons: 5

Electrons: 5

Density: 2.46 g/cm^3

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Activity 4

Standards

A.4.3 When investigating a science related problem, decide what data can be collected to determine the most useful explanations.

During the first experiment in this class, I had to figure out what would be the most important data when it came to if hot water or cold water freezes faster. I decided it would be the amount of time it took for the water to be completely frozen, rather than just seeing which was more frozen after an hour. If I had done it the other way, I would have gotten incorrect results; the cold water froze faster at first, but took longer than the hot water to completely freeze.

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.

In eighth grade science, we had to team up with classmates and make a Rube Goldberg Machine for a project. We ended up making a contraption that could feed goldfish. This involved much research and planning. We had to get help from our instructor as well as our parents to complete our machine.

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.

In my Plants and People biology class last semester, we did an experiment where we made ethanol with apple cider, sugar, and yeast. For this we had to measure out the correct amount of apple cider using graduated cylinders, and we had to measure the sugar with a scale. We also recorded our data in Microsoft Xcel when the experiment was all done.

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

The first experiment in this chemistry class dealt with freezing water. The water started out as a liquid, of course, and ended as a solid, ice. It also involved boiling water, which turns the water into steam, a gas. We also had to find a video online that describes the different states of matter, and how the molecules act in those different states.

E.4.4 Identify celestial objects in the sky, noting the changes in patterns of those objects over time.

In eighth grade science, we spent a brief time learning about the constellations and the phases of the moon. Over a period of a month, I believe, we had to keep a journal on the moon. We had to go outside and observe it at night, drawing what it looked like and identifying the phase. Then we were able to see how the rotation of the earth and moon effect which side of the moon we see and how we are able to predict which phase the moon will be in at what times.

F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.

In elementary school, I believe it was fifth grade, we did an experiment that involved growing beans. I remember planting them and watching them sprout, finally seeing them grow. We took note about the different stages the new plants were in, and I believe we learned about plant reproduction as well.

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 and people.

In Plants and People, we learned a lot about the carbon cycle and how modern agricultural techniques are contributing to it. We learned about how food in grocery stores are transported there from rather far away places. It takes a lot of fuel to get them there. We also went to a local farmer’s market to see the difference between local and nonlocal produce.

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.

As I stated earlier, in my Plants and People class we talked a lot about the carbon cycle. This is an obvious example of how science can be great and terrible. Of course, fossil fuels have let us travel and develop wondrous new technologies; however, they are also harming the earth. On the other hand, finding alternative fuels is something science can do to right these wrongs.

Questions

1. Technology is ever-changing, so these new standards include lots of new types of technology. Another different thing about these standards is the way they are divided. The old standards are divided into 4th grade, 8th grade, and 12th grade. The new standards are K-12. 

2. In order to do many things in science the students must also be learning or have learned other disciplines like math and literacy. The students must be able to read and write in order to read about scientific reports and experiments, as well as write notes on their own experiments. They also need to be able to have an understanding of math in order to use scientific formulas and do chemistry equations.

3. I think a challenge for teachers would be how complicated the standards are. They are very thorough, and perhaps some would be overwhelming for the students at such a young age. Teachers would have to find a way to relate rather tough concepts to children.

4. I think the new standards allow for students to be taught more about science at a younger age. I think it’s a good idea to start more science younger, as children are very hands-on, and they may have a lot of fun with certain labs. It would be awesome for them to go outside and spend some time identifying plants, for example. I think the new standards allow for many opportunities for teachers to better engage students in the learning of STEM fields, but I do still think it may be difficult to relate some of the more challenging concepts to young students.

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Activity 3

Questions 3-5 (Questions 1 and 2 are in earlier posts)

3. Oxygen: 2 bonds; Carbon: 4 bonds; Hydrogen 1 bond

4. IUPAC stands for the International Union of Pure and Applied Chemistry

5. Products that claim to be chemical free are not truly chemical free, because even natural things are considered chemicals. Water is even a chemical. But the chemicals used in such products are natural and non-toxic. Chemical free just means they are natural and not harmful to humans.

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1. Isopropyl Alcohol C3H8O; Isopropanol 2. caffeine (coffee) C8H10N4O2; 1,3,7-Trimethylpurine-2,6-dione 3. citric acid (limes/lemons etc.) C6H8O7; 3-carboxy-3-hydroxypentane-1,5-dioic acid 4. Sodium Hypochlorite (Bleach) sodium hypochlorite 5. ethylene glycol (antifreeze) HOCH2CH2OH; Ethane-1,2-diol 6. Hentriacontane (paraffin wax) C31H64; Hentriacontane 7. Hydrogen Peroxide H2O2; hydrogen peroxide 8. Nicotine (cigarettes) C10H14N2; (S)-3-[1-Methylpyrrolidin-2-yl]pyridine 9. Kerosene (lamp oil) CnH2n+2; dodecane 10. Latex C5H8; colloidal suspension

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11.Magnesium sulfate (Epsom salt) MgSO4; Magnesium sulfate 12. Sodium thiopental (anesthetic) C11H17N2NaO2S (RS)-[5-ethyl-4,6-dioxo-5-(pentan-2-yl)-1,4,5,6-tetrahydropyrimidin-2-yl]sulfanide sodium 13. Sodium Chloride (table salt) NaCl sodium chloride 14. Sodium Hydroxide (drain cleaners) NaOH sodium hydroxide 15. Sucrose (sugar) C12H22O11; (2R,3R,4S,5S,6R)-2-[(2S,3S,4S,5R)-3,4-dihydroxy-2,5-bis(hydroxymethyl)oxolan-2-yl]oxy-6-(hydroxymethyl)oxane-3,4,5-triol 16. Ibuprofen C3H18O2; (RS)-2-(4-(2-Methylpropyl)phenyl)propanoic acid 17. Sulfuric Acid (battery acid) H2SO4; sulfuric acid 18. Propane (torch fuel) C3H8; propane 19. Carbon Monoxide CO3; Carbon Monoxide 20. Methane (natural gas) CH4; Methane Tetrahydridocarbon

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Activity 3

Ball and stick structures of hydrogen peroxide, water, and carbon dioxide.

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Activity 2

1. Lithium: 3 Boron: 5 Helium: 4

2. Lithium: 6.941 ± 0.002 u Boron: 10.811 ± 0.007 u Helium: 4.002602 ± 0.000002 u

3. Protons and Neutrons

4. To make and isotope of one of the models, I would take away or add neutrons. Isotopes have the same number of protons but a different number of neutrons.

5. The most dense part of my models are the nuclei in which the protons and neutrons are located, so I believe protons and neutrons make up most of the mass of an atom.

6. Above: the last picture shows helium in an excited state, where the electrons are moving farther away from the nucleus. 

7. The electron emits a photon of energy.

8. Different elements are different colors when they are excited because each type of element has a different level of energy which causes them to emit a different amount of photons producing various spectra. 

9. Different elements are in fireworks and when they are burned they emit photons which produce different colors.

10. Groups are the vertical columns on the periodic table; they contain elements with similar chemical properties. The horizontal rows are periods, they go from metallic (on the left) to nonmetallic (on the right). Some groups are named. The names are (from left to right): Alkali metals (Group 1A), Alkaline Earth Metals (Group 2A), Halogens (Group 7A), and Nobel Gasses (Group 8A). They are also arranged by metals, nonmetals, and metalloids. Metals conduct electricity and heat, while having a metallic luster; they are also malleable. Nonmetals are not conductors, and they are dull and brittle. Metalloids have qualities of both.

11. Examples of

Transition Metals: Iron and Nickel

Nonmetals: Sulfur and Bromine

Metalloids: Silicon and Arsenic

Alkali Metals: Lithium and Sodium

Alkaline Earth Metals: Beryllium and Radium

Noble Gasses: Argon and Neon

Halogens: Bromine and Chlorine

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Activity 1 - Real World Application

Science is the process of seeking an understanding of underlying principles of nature. In order for science to actually be science, it must be testable, reproducible, explanatory, predictive, and tentative. This way science gives us concrete evidence. Using these concepts of science, I conducted the experiments for activity 1. 

For this activity we were asked to find out if hot water or cold water freezes faster, if salt water or regular water freezes faster, and if hot water or cold water boils faster. To test the first, I put ice trays with hot and cold water in the freezer at the same time. I then checked on the trays every hour. Each time, the hot water tray froze faster. To test the salt water question, I put salt water and tap water in identical containers and put them in the freezer. I then checked on them every hour. Each time, the salt water took longer to freeze. To test whether hot or cold water boils faster, I put hot water in a pan on the stove, and timed how long it took for it to boil. I did the same with cold water and repeated both. Each time, the hot water boiled faster. All of these experiments were testable, reproducible, explanatory, predictive, and tentative.

In the real world, people are constantly wanting explanations for things. Now, people can google their questions and often find answers, rather than having to set up their own experiment. However, knowing science must have the previously mentioned five characteristics may make it easier to tell if the answers the internet gives are truthful. Lots of information out there is misleading, and if a conclusion to an experiment by one person cannot be reproduced by another, there is a good chance the information presented is false.

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This is a video I found on youtube that describes how water molecules interact with each other in the three states of matter: liquid, solid, and gas.

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This is an image of the atoms that make up a water molecule.