Thursday, December 31, 2015

Activity 4

Activity 4

Activity: Choose a sub-standard (students can choose grade 4, 8 or 12) under each of the Standards A thru H and describe something that you have done either in this class or outside of this class, perhaps in previous classes, that indicates that you have met the sub-standard. Each of these descriptions should be at least a paragraph long.

Here is a link to the sub-standards for Standard A:

Standard A

A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed

                While in middle school science classes, we often would do scientific experiments. One in particular that I can remember is when we planted our very own flower seed. The questions that I had about the project was how long it would take the seed to grow into a full-bloom flower and what does a seed need to help it grow. I answered both of these questions through the process of my investigation. This project was definitely one that I remember as being very engaging. It also fulfilled the sub-standard of A.4.1 due to the asking and answering of questions in a scientific investigation.

Standard B

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

                A person can never know enough about the way our world works and other science-related questions. Throughout all my years in school, I was instilled with this drive for knowledge. In many classes, but especially my science classes, we used encyclopedias, source books, computers, and many other informational sources to gather information. Therefore, I am readily equipped to teach this sub- standard to children in my classroom, because I have fulfilled it myself.

Standard C

C.12.4 During investigations*, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data

                In my sophomore year at the University of Wisconsin-Stout, I took a Science and Sustainability Honors Biology course which changed my perspective on many scientific-related issues. In the laboratory portion of this course, I became well aware of the best data-collection procedures and how to use them competently. When our experiments were over, we would then calculate the degree of precision used in collecting our data. This is important, because there are many ways in which human error and other errors can change the results of an experiment. Due to this biology course, I have fulfilled this sub-standard.

Standard D

D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and construct explanations for the changes

                In high school, I took a chemistry course which prepared me to teach this sub-standard. We did many experiments which observed changes in form, temperature, color, speed, and direction of objects. For example, we froze water and boiled water to show change in form and temperature. After all of our experiments we needed to explain what happened and why it happened. This chemistry course prepared me to teach this sub-standard.

Standard E

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

                Due to the fact that I live in Wisconsin and have traveled to many parts of Wisconsin, I have gained this skill throughout my entire life. I learned the names of the clouds and the basics of temperature, humidity, and precipitation in my middle school sciences classes and even before then at home. I have experienced the seasonal changes and changes that occur from year-to-year, because I live here. Therefore, I am well-equipped to teach this sub-standard.

Standard F

F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive

                As I mentioned previously, I took a Science and Sustainability Honors Biology course here at the University of Wisconsin-Stout during my sophomore year. Because much of the content discussed in this course was in relation to the environment, we definitely covered the topic of how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive. We actually went to a river at one point during the semester and collected organisms in which to study. Therefore, because I took this course, I am able to teach this sub-standard.

Standard G

G.12.5 Choose a specific problem in our society, identify alternative scientific or technological solutions to that problem and argue it merits

                In my Science and Sustainability Honors Biology course that I took at the University of Wisconsin-Stout, we first learned about several problems affecting our society and then we debated solutions to those problems in class. We were split up into groups in order to argue the pros and cons of each issue. I learned a lot from the preparation and execution of this debate. Therefore, I am ready to teach this sub-standard.

Standard H

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

                With the millions of diseases out there today, people are so afraid of what could go wrong. Science and the advancement of technology has helped us see preventative ways and cures. One example I can think of is that we discovered that heating up plastic in the microwave (with our food or beverages in it) and then consuming it can cause cancer. Ever since I heard this, I have made sure to move my food out of the to-go box and onto a microwaveable safe plate before heating it up, just in case. Therefore, I am ready to teach this sub-standard.


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.
Here is a link to the array of standards: http://www.nextgenscience.org/search-standards-dci

Questions:

1. What do you see are big changes compared to the previous standards?

                In comparison to the previous standards, the Next Generation Science Standards tend to use language geared toward action. They often begin with words such as “develop,” “communicate,” “construct,” “generate,” “collect,” and “ask.” There are also very detailed categories for which each standard falls under and many more standards are developed. This site is a bit confusing to navigate. However, if you do not understand a standard, there is a clarification statement that follows it for being understanding.

2. How are these standards connected to the other disciplines such as math and literacy?

                Because the standards are put into very detailed categories, a teacher can easily connect it to literacy by using those categories as topics for writing and reading. The standards can be connected to math as well. With science often comes calculations, and this is where math can be brought in to create an interdisciplinary lesson.

3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?

                There are many more standards that need to be met with the Next Generation Science Standards. I think the biggest challenge teachers will face will be fitting it all in during the school year. We have limited amounts of time to convey massive amounts of information to these children, and adding more standards adds more tedious paperwork and lesson planning.

4. What do you see as opportunities for teachers to better engage students in the learning of STEM fields?


                Because these standards are more action based, students will be more engaged because they are generally up and moving. These standards require engagement in order for active participation. The fact that there is a clarification statement next to each standard also means that teachers can share the standards with their students in a less confusing way. When students know what they’re supposed to be getting out of a lesson, they work toward that goal with you, instead of resisting it by heading in another direction. 

Monday, December 28, 2015

Activity 3

Activity 3

Questions/Activities:

1. Post a picture of three 3-dimensional Ball and Stick molecular models (choose your three favorite molecules) that you have created with common items around your home. Also post a molecular structure image(image from the web, of either a Kekule Structure or a Ball and Stick Model) and the IUPAC name of the molecule.

Water: H2O
IUPAC Name: Dihydrogen Oxide



Carbon Dioxide: CO2
IUPAC Name: Carbon Dioxide


Salt: NaCl
IUPAC Name: Sodium Chloride




2. Post an image from the web, the chemical systematic (IUPAC) name, common name, and the molecule formula for 20 chemicals that you use or eat. Explore the ingredients of things like cosmetics and foods.

1. Peroxide: C2O2: Dihydrogen Dioxide

2. Salt: NaCl: Sodium Chloride

3. Vitamin C: C6H8O6: 1,2 dihydroxyethyl 3,4 dihydroxyfuran

4. Propane gas: C3H8: Propane

5. Drain Cleaner: NaOH: Sodium Hydroxide

6. Aluminum Foil: Al: Aluminum

7. Baking soda: Sodium Bicarbonate: NaHCO3

8. Sugar from milk : C12H22O11: β-D-galactopyranosyl-(1-4)-D-glucose

9. Glycerin: C3H8O3: Propan 1,2,3-triol

10. Eggshell:CaCO3:Calcium Carbonate

11. Sodium Fluoride: NaF: Sodium Fluoride

12. Caffeine: C8H10N4O2: 1,3,7 trimethyl 1H purine 2,6(2H,7H) dione

13. Boric Acid:H3BO3: Insecticide

14. Household Cleaner (Ammonia): NH3: Azane

15. Water: H2O: Water Oxidane

16. Lighter Fluid: C4H10: Butane

17. Laundry Detergent: Na2[B4O5(OH)4] 8H2O: Sodium tetraborate dechydrate

18. Nail Polish Remover: CH3COCH3:Acetone

19. Corn syrup: C6H12O6: Fructose

20. Bleach: NaOCl: Sodium Hypochlorite

3. Look over your molecules and the bonding characteristics, how many bonds does each of the following elements typically have? 

Carbon: 4
Hydrogen: 1
Oxygen: 2

4. What does IUPAC stand for?

“The IUPAC is the International Union of Pure and Applied Chemistry. It is an international scientific organization, not affiliated with any government. The IUPAC strives to advance chemistry, in part by setting global standards for names, symbols, and units.”
For more information go to the following link: http://chemistry.about.com/od/chemistryfaqs/f/iupac.htm

5. As you explore ingredients, notice how everything around us is made up of chemicals consisting of atoms bound together into molecules.  But what about companies that claim their products are chemical free! How can this be?

“Almost nothing is chemical free. All matter is made up of chemicals (elements). And all products are made up of matter. Water is a chemical (2 parts Hydrogen, 1 part Oxygen). Vinegar is a chemical. The only things that are not chemical are things like light, electricity, magnetism, or subatomic particles. These are unlikely to be the composition of your “chemical free” cosmetic or cleaning product.”

For more information go to the following link: http://chemistscorner.com/why-chemical-free-claims-are-harmful/

Activity 1

Activity 1

1. Does hot water or cold water freeze faster?

Answer: Cold Water

Questions:

1. Pictures of your experimental materials

 














Ice cube tray
Masking tape
Pen
Timer Cell Phone  
Sink
Freezer
1 cup measuring cup
Sauce pan
Stove

2. Your procedure/method.

1. Collect all materials
2. Turn one stovetop burner on high
3. Measure out 2 cups of water and pour into saucepan
4. Place sauce pan on stove; wait until water is just starting to boil

5. Take saucepan off stove
6.  Label 2 ice cube tray slots with the following: hot and cold
7. Use 1 cup measuring cup to pour hot water from saucepan into ice cube tray slot that is labeled “hot” until it is about ¾ full

8. Pour water from sink into one ice cube tray slot that is labeled “cold” until it is about ¾ full
9. Place ice cube tray into freezer
10. Set timer for 5 minutes
11. Check Ice Cube Tray every 5 minutes until both cubes are completely frozen, keep track of what relative time each cube froze at.

3. Data in the form of a graph or table with independent and dependent variables

Tests
Hot Water (Dependent)
Cold Water (Independent)
1
105 min.
60 min.
2
100 min.
55 min.
3
115 min.
60 min.

4. Show data of experiment repeated three times.

See table above

5. List your controlled variables for your experiment

My controlled variable for this experiment would be the hot water.

6. Formulate a theory that answers the questions posed.

Hypothesis: Cold water will freeze faster than hot water.

7. What are the average values?

The average values of this experiment are as follows:
Average Freeze Time of Dependent
Average Freeze Time of Independent
106.67 min.
58.33 min.


2. Does hot water or cold water boil faster?

Answer: Hot water

Questions:

1. Pictures of your experimental materials















Timer Cell Phone
Sink
1 cup measuring cup
2 Sauce pans
Stove
3 Ice cubes
1 glass
Pot holder

2. Your procedure/method.

1. Collect all materials
2. Fill glass with 2 cups water and 3 ice cubes

3. Turn stove top burner on high
4. Fill one saucepan with 2 cups water; place sauce pan on stove top burner
5. Take sauce pan off burner just before water starts to boil.
6. Place saucepan with hot water on pot holder to cool down for 2 minutes; set timer
7. Keep burner on while waiting
8. Place saucepan back on stove top and start timer. Record time of full boil. Take sauce pan off stove and place on pot holder
9. Take two cups of cold water and place in empty sauce pan.
10. Place cold water saucepan on stove top burner and start timer. Record time of full boil.

3. Data in the form of a graph or table with independent and dependent variables

Tests
Hot Water (Dependent)
Cold Water (Independent)
1
63 sec.
72 sec.
2
49 sec.
78 sec.
3
54 sec.
73 sec.

4. Show data of experiment repeated three times.

See table above.

5. List your controlled variables for your experiment

My controlled variables in this experiment would be the hot water and the cold water.

6. Formulate a theory that answers the questions posed.

Hypothesis: Hot water will boil faster than cold water.

7. What are the average values?

The average values of this experiment are as follows:
Average Boil Time of Dependent
Average Boil Time of Independent
55.33 sec.
74.33 sec.


3. Does salt water freeze faster or slower than regular water?

Answer: Slower

 1. Pictures of your experimental materials


Ice Cube Tray
Water
Salt
Freezer
Sink
Spoon
One glass
¼ measuring cup
Tablespoon
Timer on Cell phone
Masking Tape
Pen

2. Your procedure/method.

1. Collect all materials
2. Label two ice cube tray slots: regular and salt

3. Fill glass with ¼ cup water
4. Pour tablespoon of salt into glass of ¼ cup water

5. Mix salt and water with spoon for 30 seconds

6. Pour water from sink into one ice cube tray slot until it is about ¾ full
7. Pour salt water solution into one ice cube tray slot until it is about ¾ full
8. Place ice cube tray into freezer
9. Set timer for 5 minutes
10. Check Ice Cube Tray every 5 minutes until both cubes are completely frozen, keep track of what relative time each cube froze at.

3. Data in the form of a graph or table with independent and dependent variables

Tests
Salt Water Solution (Dependent)
Regular Water Solution (Independent)
1
160 min.
65 min.
2
145 min.
55 min.
3
155 min.
60 min.

4. Show data of experiment repeated three times.

See table above

5. List your controlled variables for your experiment

My controlled variable would be the salt that is added to the water.

6. Formulate a theory that answers the question posed.

Hypothesis: Regular Water will freeze faster than regular water.

7. What are the average values?

The average values of this experiment are as follows:
Average Freeze Time of Dependent
Average Freeze Time of Independent
153.33 min.
60 min.



Talk about the repeat-ability of an experiment? 

Because there are so many different variables to every experiment and so many possibilities for human error, it is important to repeat an experiment in order to ensure the most accurate results. It is also important to be very detailed in writing the procedure so that another scientist could repeat the experiment themselves to compare results.

These are the atoms that make up water molecules:


Video that shows how water molecules are arranged and behave in the three states of matter for water: https://www.youtube.com/watch?v=v12xG80KcZw

               

Conclusion:

Through these experiments, I was able to test the concepts of temperature and solution-base in relation to freezing and boiling points. Water freezes at thirty-two degrees Fahrenheit, while water boils at two-hundred and twelve degrees Fahrenheit. These experiments timed how fast water reached these points after changing specific variables.   
                These experiments all revolved around the same concepts, although they focused on a different point of them. The first experiment tested if cold water or hot water froze faster. I predicted that cold water would freeze faster and this was the case. The average freeze time for cold water was 58.33 minutes, while the average freeze time for hot water was 106.67 minutes. The second experiment tested if cold water or hot water would boil faster. I predicted that hot water would boil faster and this was the case. The average boil time for hot water was 55.33 seconds, as compared to the average boil time of cold water which was 74.33 seconds. The third experiment tested if salt water would freeze faster or slower than regular water. I predicted that salt water would freeze slower than regular water and this was the case. The average freeze time for salt water was 153.33 minutes, while the average freeze time for regular water was 60 minutes.
                The first experiment can be connected to the real world by how we need to have our ice in our water when we drink; if I want to have ice water at 5 P.M. and I fill up the ice tray at 4 P.M., will it need to be filled with very cold water or very hot water to speed up the process? The answer to this question would be very cold water due to the results of this experiment. The second experiment can be connected to the real world by how we cook our dinner at night. If I need to make pasta in quick amount of time before the family is ready to eat, which will boil faster: hot water or cold water? The answer is hot water due to the results of this experiment. The third experiment can be connected to the real world by how it connects to our oceans. Our ocean water never freezes due to the fact that it is in such large quantities and that it is filled with salt. 

Sunday, December 27, 2015

Activity 2

Activity 2

Key for Models

Protons: Red/Pink
Neutrons: Green
Electrons: Blue

Models




Hydrogen Model
Atomic Mass: 1
Atomic Weight: 1.008









                                                                                     Lithium Model
                                                                                     Atomic Mass: 3
                                                                                     Atomic Weight: 6.94










Boron Model
Atomic Mass: 5
Atomic Weight: 10.81







Questions

1. What is the atomic number for each of your models?

Hydrogen: 1
Lithium: 3
Boron: 5

2. What is the atomic mass number for each of your models?

Hydrogen: 1.008
Lithium: 6.94
Boron: 10.81

3. In your models, which two subatomic particles are equal in number?

Protons and neutrons should be equal. However, the rule is that you take the atomic mass minus the atomic weight to find the number of neutrons. For Lithium, this would mean 6. 94 (or 7) minus 3, which is 4. Lithium would then have one more neutron than proton. The same goes for Boron, which would be 10.81 (or 11) minus 5 equals 6 neutrons. As for Hydrogen, there would be no neutrons, because one minus one is zero.

4. How would you make an isotope for one of your models?  What would change with the model?

I would add or subtract a Q-tip depending on the number of isotopes needed.

5. Considering the overall volume of your element models, what makes up most of the volume of an atom?

The nucleus, which consists of the protons and neutrons, takes up the most volume of an atom.

6. For one of your models, show with another image what happens when energy excites an electron.



7. Once the electron is excited, what do we typically observe when the electron returns to the ground-state? 

We see light when the electron returns to the ground-state.

8. Why are some elements different colors when they are excited? Hint: when electrons are excited (by something like heat from an explosive) they move up to another orbital and when they fall back they release the energy in the form of light.

When the electrons get excited the jump up to a higher orbital level. Once they lose some of that energy, the electrons fall back down to their original state. Depending on how far the electron falls, it changes what type of wavelength is created or what color light is shone.

9. You may observe fireworks over the New Year's, explain how the different colors of fireworks arise.

When atoms inside the firework are heated, their electrons get very excited and jump to a higher orbital level. Once the electrons drop back down, it produces several different colors of light.

10.  Explain the overall organizational structure of the periodic table.

The periodic table is organized in a grid-like fashion with row and column holding different characteristics. Each row is called a period and each element in a given period has the same number of atomic orbitals as the rest of the elements in that period. Each column is called a group; elements in each group have the same number of valence electrons (electrons in the outer orbital).

11. List two example elements for each of these groups or classes: Alkali Metals, Alkaline Earth, Halogens, Noble Gases, Transition Metals, Non-Metals, and Metalloids.

Alkali Metals: Lithium and Sodium
Alkaline Earth: Barium and Radium
Halogens: Chlorine and Iodine
Noble Gases: Neon and Radon
Transition Metals: Iron and Nickel
Non-Metals: Carbon and Oxygen
Metalloids: Antimony and Boron