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Activity 8:

1. Choose any Teacher-Submitted Activity from any of the Chemistry Simulations (http://phet.colorado.edu/en/simulations/category/chemistry ) that we have not yet explored in this course through Activities 1-7 and post your results/data and/or answers.

For this, I decided to look into the Balloons and Buoyancy simulation, since I quite like balloons, and it was something I found to be interested. I chose Patrick Foley’s “Gas Relationships and Buoyancy” activity, and attached are the sheets I filled out.

2. Work with any of the Chemistry Simulations to create your own For Teachers activity and post on your blog. The criteria for this is as follows: a. must identify and meet three (3) Wisconsin Standards for Science (WSS) standards. b. must be original work c. must be scientifically accurate and appropriate for the directed grade level.

I’m hoping to become a teacher for preschool and/or kindergarten children. Therefore, I would want to keep ideas and concepts to a basic understanding so that we can build on them later. I chose to use the balloon and static electricity simulation on the website because I know that I was enamored with balloons as a child, and it’s important to involve both learning and play when children are that young. Granted, we probably wouldn’t be using a simulation like this when they’re in preschool, but this activity could still work for 1st-3rd graders.

Step 1. I would fill up a balloon and ask all the kids to gather around me and watch my experiment.

Step 2. I would rub the balloon on my hair and pull it away, showing that my hair follows it. It’d rub it on my hair again and let go, and show that the balloon sticks to my hair.

Step 3. I would ask what the children think causes this.

Step 4. I would then go on to say that this is called static electricity. “Static electricity is the buildup of electrical charge in an object. So when you’re shuffling on a carpet in your socks and you touch something and it shocks you? That’s static electricity. When you put on a hat in the winter and you take it off and your hair stands on end? Static electricity. Static electricity happens when objects have opposite charges - positive and negative - and are attracted to each other because of it. When one object rubs against another, this electrical charge can be created. Some materials stick more than others because they conduct electricity better - wool (like your shirt) and hair get staticy more easily when rubbed against a balloon than some other objects might.”

Step 5. After explaining, I would get them into groups of 3 or so and give them a balloon.

Step 6. I would then ask the children to find an object in the room to rub the balloon on and see if it sticks.

Step 7. I would then ask a couple of kids to line up with their socks and shuffle across the carpet and see if they can shock me.

Step 8. Once they’ve all had a taste of what static electricity is, I would sit them down and show them the simulation. I would show how the cross means it’s positive, and the line means its negative. I would run the balloon across the shirt and I would show how all the negative signs get transferred to the balloon, and how every time I move the balloon away from the shirt now, it wants to get back to those positive signs.

This activity would cover these WSS standards:

SCI.CC1.K-2

Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

SCI.SEP1.A.K-2

Students ask simple descriptive questions that can be tested. This includes the following: Ask or identify questions that can be answered by an investigation.

SCI.SEP6.A.K-2

Students use evidence and ideas in constructing evidence-based accounts of natural phenomena. This includes the following: use information from observations (firsthand and from media) to construct and evidence-based account for natural phenomena.

3. Explore the course set of student blogs https://www.tumblr.com/blog/vizchemwinterm2019 and answer the question, "which freezes faster, hot water or cold water?" Your answer should be based on data from your experiments and other student's experiments. Also explore the practice of formulating a hypothesis. Did you and your classmates formulate a hypothesis that you then wanted to prove correctly? As I look through the blogs, it is clear that there are competing hypotheses.

From looking at the other students’ blogs and their hypotheses for the question, “Which freezes faster, hot water or cold water?” it appears as though there are indeed competing hypotheses. Some said that they believed that the cold water would freeze faster because it was closer to freezing temperature already (like I believed in my experiment), while others believed that it would be the hot water that would freeze first, either because of the Mpemba effect or because of expansion. Some hypotheses were stated with exact measurements, others as more general statements, but each hypothesis seemed to want to be proven. If I hadn’t already, and I came across these hypotheses, I would want to test them to see which hypothesis was correct.

#chemistry #science #science simulation #phet simulation

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Activity 6:

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

0°F=255.37 K, 32°F=273.15 K, 70°F=294.26 K, 212°F=373.15 K

2. Under the For Teachers area of the State of Matter webpage, complete the Teacher Submitted Activities: States of Matter Simulation Lab by Kelly Vaughan. Complete the lab worksheet as if you were a student, and then post your results.

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?

They’re aligned with the hydrogen atoms bonding to the oxygen atoms, but not if there are 3 hydrogens on the oxygen atom already. They’re aligned in a hexagonal pattern, and are completely still.

4. Discuss why this statement is not true for water: As a liquid freezes, the molecules come closer together and have greater attraction for each other.

As a liquid freezes the molecules don’t come closer: they’ve just slowed down enough so that their attractions to one another can arrange them into more fixed positions.

5. 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.

55 ATM pressure, 100 K

6. Switch to the Molecule Polarity simulation and go the the Real Molecules tab. Post an image of a molecule that is considered polar and an image of a molecule that is non-polar.

Polar = H2O

Nonpolar = HCN

7. In Activity 1, students explored the addition of salt to water to affect the freezing point. In terms of polarity, why are salt ions easily dissolved in water? At the molecular level, why does the addition of salt prevent the formation of ice at certain temperatures?

In terms of polarity, NaCl is a polar molecule. The reason that it dissolves so well in water is because polar molecules dissolve polar molecules - the positive part of the water molecules attracts the negative chloride ions, and the negative part of the water molecules attracts the positive sodium ions. It balances out, and the two become one.

When you add salt to ice, it lowers the freezing points of that water and causes it to melt. That water then becomes salty water, and any ice that is in contact with that water also becomes salty, making its freezing point lower and melting it as well. Liquid water also allows the ions in the salt to separate into the positively charged sodium and negatively charged chlorine, which in turn react with the water molecules. This reaction gives off heat because these bonds are more stable than the ions are by themselves, and that heat then thaws the ice.

8. Identify and describe at least two Wisconsin Standards for Science (WSS) that this activity addresses.

SCI.CC1.m

Students recognize macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human-designed systems. They use patterns to identify cause and effect relationships and use graphs and charts to identify patterns in data

SCI.CC3.3-5

Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as mass, time, temperature, and volume.

#chemistry #science #science simulation

Week 6 Using Simulations as a Starting Point for Constructing Meaningful Learning Games

Klopfer & Purushotma. (2012). Using Simulations as a Starting Point for Constructing Meaningful Learning Games I believe using simulation and games as learning tools will result in deeper understanding of the particular topic among students. Simulations truly give the opportunity to students to implement to the events. The authors of the article especially support using simulation for the science education. “How anybody can learn science from these books, I don’t know, because it’s not science. (Feynman 1985 , 297–298) However, simulations are situated learning environments. They can apply to any learning setting in a perfect way. For example me and my group friends designed a facebook on Second Life to teach cyberbullying, my other classmates designed a real traffic environment to teach traffic rules. So I agree simulations have very appropriate features for teaching and learning science. But they are as effective as in other sciences both in art and social sciences. Also, I do like the way how the importance of simulation is reflected in the article. From the very first story, saying that knowing names of the things does not give you any information to you about this particular object. We should go deeper and learn what we need. I do love this quote from the article," History needs to teach students how to analyze causal relations, not just names and dates. Foreign language students need to be able to communicate comfortably and naturally in a foreign culture, not simply describe grammar rules. All disciplines need to teach how to work as teams and to create new solutions, not how to regurgitate answers.(p.604)"

Not to forget this inspiring story, I will copy it here.

" The next day, Monday, we were playing in the fields and this boy said to me, “See that bird standing on the stump there? What’s the name of it?” I said, “I haven’t got the slightest idea”. He said, “It’s a brown-throated thrush. Your father doesn’t teach you much about science.” I smiled to myself, because my father had already taught me that [the name] doesn’t tell me anything about the bird. He taught me “See that bird? It’s a brown-throated thrush, but in Germany it’s called a Halsen fl ugel, and in Chinese they call it a chung ling and even if you know all those names for it, you still know nothing about the bird – you only know something about people; what they call that bird. Now that thrush sings, and teaches its young to fl y, and fl ies so many miles away during the summer across the country, and nobody knows how it finds its way”, and so forth. There is a difference between the name of the thing and what goes on" (Feynman 1999 , 4).

#simulations games #meaningful play #science simulation