Activty 4

Activity 4: Exploration of Science Education Standards

CHEM 105 not only provides an opportunity for students to learn more about chemistry and science, but it also offers an opportunity for future educators, parents and members of society to understand the expectations society has created for science education standards. In the last four activities (5-8) we will explore science concepts and also relate these to the science standards we will first explore in Activity 4.

For this activity please refer to the Wisconsin Science Standards at this website:

http://www.dpi.state.wi.us/standards/sciintro.html

At this site you will find Standards A- H for grades 4, 8 and 12.  Since most of the students in this class are future early childhood educators, I would like for you to focus on the Grade 4 Standards.  If you would like, feel free to address the other grade levels if you would like! 

To complete Activity 4, choose a sub-standard 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.

A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred

In my plants and people class we studied how different oils from different things effect bacteria growth. We watched them over a week and recorded  the results. This shows I met the standard because in the class we noted a problem. The problem was that bacteria growing on food and how we could use different oils to make bacteria growth less. We noted the growth over time. This is how this experiment followed this standard. 

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 this Chemistry class I have looked things up on different websites and I have used the book to help look things up as well. This followed the teacher standard because I used those sources to help me answer questions that were related to science.   

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 classes I have taken, I have  used a Bunsen burner, and harmful chemicals and I have never hurt myself.  This relates to the standard because I have used simple science equipment safely and effectively. I have used all the thing mentioned above and I have used even more harmful interment in the same manor. I used them to collect data and answer questions for the investigations in class and so this is why I have done this teacher standard.  

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

In our first activity we saw how water can change states. We saw it heat up and turn into a gas when we boiled it. We saw it in a solid when we froze it and in very experiment it started as a liquid.This is how I have shown that I understand that substance such as water, can be in different states.  

E.4.8 Illustrate human resources use in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world

In my plants and people classes we identified different trees found on campus. This in s way involves forestry in the state of Wisconsin because we noted ones that only grow in Wisconsin and therefore these are the main ones that can be forested in this state. This is why naming the trees could be an example of this teacher standard.  

F.4.2 Investigate* how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment) 

In my plants and people class we cut up plants to see them regrow and we had to take care of them over the semester.  During this experiment we learned how much water the plants need , how plants can grow and how to take care of plants and all these things have to deal with this standard.

G.4.3 Determine what science discoveries have led to changes in technologies that are being used in the workplace by someone employed locally 

In this class in the power points different scientist are mentioned with what they created and did to make them famous.  This shows how their discoveries have lead to new discoveries and how make they have made it possible for other important discoveries.

H.4.4 Develop* a list of issues that citizens must make decisions about and describe* a strategy for becoming informed about the science behind these issues 

In my plant and people class we educated people about invasive species in Wisconsin by making a web page and pamphlet. This is a big issue in Wisconsin and we had strategies to get rid of and stop the spread of invasive species.         

   

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

http://www.dpi.state.wi.us/standards/scia4.html

Activity 2

Activity 2: Atom and Atomic Structure

For this activity review the Content Slides (Atoms and Atomic Structure) and complete the activities/questions below.

Make a model of your three favorite elements on the Periodic Chart.  The models must be 3-dimensional and be made out of common objects around your home.  Place photos of your three models with descriptions on your blog. Your models must include the appropriate number and positioning of protons, neutrons and electrons.

Normal Carbon

Oxygen

Neon

Questions:

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

Carbon:6  Oxygen:8 Neon: 10  

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

Carbon: 12.01 Oxygen: 16.00 Neon: 20.18

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

In my models all of the separate parts are equal.

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

  You would have to change the mass because isotopes are atoms of an element with different masses.

For example Carbon sometimes has a different amount of neutrons and so the mass can change easily. 

5. Considering the overall volume of your element models, what makes up most of the volume of an atom? The  neutrons and protons that make up the center of the atom that is called the nucleus.    

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?  http://www.ccmr.cornell.edu/education/ask/index.html?quid=257

8. Why are some elements different colors when they are excited? http://en.wikipedia.org/wiki/Emission_spectrum

9. Do a little research to list which elements are used to make the different colors of fireworks. http://chemistry.about.com/od/howthingswork/How_Things_Work.htm

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

http://www.sparknotes.com/chemistry/fundamentals/periodictable/section1.html

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 Metals: Beryllium and Magnesium
Halogens: Fluorine and Chlorine
Noble gases: Helium and Neon
Transition Metals: Scandium and Yttrium
Non-Metals: Carbon an Oxygen
Metalloids: Boron and Silicon

Activity 1

Activity 1: Scientific Method and States of Matter

We will begin our exploration of chemistry by conducting some simple experiments. The purpose of the experiments is to provide an opportunity for us to gain practical experience with the scientific process. Along with these experiments, we will then explore the states of matter for water and the chemical make-up and characteristics of water. Before completing this activity, I suggest you read the Content Slides: Intro to Chemistry on D2L.

To complete this activity each student it to design, conduct, and report on an experiment and answer the following questions. There is no set procedure for this. This activity is designed for students to think about and create an experiment.

Here are three experimental questions to answer:

1. Does hot water or cold water freeze faster? This is experiment 1.

2. Does hot water or cold water boil faster? This is experiment 2. 

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

Questions/Items to then include in you blog posting for this activity:

1. Pictures of your experimental materials and setup.

For Experiment 1

For Experiment 3

For Experiment 2.

The sink was used in all experiments.  

The freezer was used in experiments 1 and 3.

2. Your hypothesis to the questions posed.
Experiment  1: I believed that the cold water would freeze faster since the hot water would have to cool down to be the same temperature  as the cold water.
Experiment 2: I believe that the hot water would be able to boil faster because the cold water will have to use energy to heat up to be as warm as the warm water.
Experiment 3: I believe that normal water will freeze faster since salt is used to make the roads safe in winter.

3. Data in the form of a graph or table