Activity 3

IUPAC- Phosphorus


IUPAC- Lithium




IUPAC- Boron






IUPAC- Sucrose

IUPAC-Thiamin




IUPAC- Phosphate



IUPAC Monosodium glutamate

IUPAC- Niacin



IUPAC-Fructose

IUPAC-Folic acid




IUPAC-Dextrose

IUPAC_ Dextrin

IUPAC-Aspartame

IUPAC-Citric Acid


IUPAC-Riboflavin

3)Carbon-4, Hydrogen-1, Oxygen-2
4) International union of pure and applied chemistry
5) Many companies try to use ingredients that are more natural which helps them say their product is chemical free. If a consumer sees that the first couple ingredients are natural they tend not to pay attention to the actual chemicals.

Activity 8

Building a molecule activity Trish Loebiein

1) B is a better representation because atoms are connected to each other for the bonding process
2) d both b and c are correct. They have the 3 hydrogen atoms and 2 nitrogen atoms
3) b the combination of hydrogen, oxygen and chlorine create a hydrochloric acid.
4) c both are stable one is carbon monoxide and one is carbon dioxide
5) The molecule is methane so the answer is a
6) The answer is d water
7) The molecule that was made is chlorine



Teacher Created Activity

For this activity we are going to run the radio waves and electromagnetic fields simulation.
Play around with the simulation just to see how it works and what different things you can do with it. Once you are ready to begin lets all set our options to the same so we have the same results.

1- Make sure your transmitter movement is on manual. Next change the field display type to curve, the field sense to force on electron and finally the field displayed to radiated field.

Now that you have all of your settings I would like you to answer a couple questions based on prior knowledge.

1) What do you think will happen if the transmit point is closer to the radio station?
2) What will happen if the point is closer to the top of the transmitter pole?
3) Is there anything that could interrupt the frequency no matter where on the pole the starting frequency is?

Now run the simulation with the beginning frequency at the lowest point possible.

1)What does the frequency look like and why do you think that this is? Explain

2) When the frequency is closets to the radio station what happens to those people in the house looking to pick up a radio signal?

3) Now try putting the beginning signal closet to the top of the pole. What changes do you see happening to the frequency?

4) Where do you think the best location for the beginning signal to take place? Explain your reasoning.

5) Now I want you to come up with two questions that still could be answered by the simulation that you completed. Why are they important and what would someone have to know in order to complete them?

Standards
C.8.1 Identify questions they can investigate using resources and equipment they have available
C.8.3 Design and safely conduct investigations that provide reliable quantitative or qualitative data, as appropriate, to answer their questions
C. 8.11 Raise further questions which still need to be answered

Activity 7

Acid and Bases

1. The color of a solution identifies if it is an acid, base, or neutral solution.
False. The color of the liquid does not tell about what type of chemical is being tested. When the liquid is tested using the acid-base indicator that is when the litmus paper changes colors to indicate if it is an acid or base.
2. Which solution is basic?
d more than one. To measure if a solution is basic you look at the pH level. In this case 12.06 is well basic on the scale when using pH to measure.
3.Which solution is acidic?
d. Both b and c are leaning more towards acidic. This is because there is more H30 than there is OH-
4.Which solution is basic?
e based on pH levels there is none that are basic. For example the pH level for a is only 7 which is neutral. The rest of the solutions also have a low pH level.
5. Which solution is acidic?
d more than one there are multiple that are acidic. This is because the pH levels are high.
6.How will adding water effect the pH?
B Increase the pH, the relationship is inverse so by adding water which would usually would lower the acidity to change the pH level it actually raises it.
7. How will equal amount of water effect the pH?
d no pH change. Adding equal amounts doesn't have an affect because the change is not drastic enough.
8. What is the order from most acidic to most basic?
a the scale is going from acidic to basic. Acidic solutions have lower pH levels were as basic has higher so it goes in order of the picture.
9. What is the order from most acidic to most basic?
c the lowest item based on the Ph is b. There is only one option that starts with b and is the reason why it is the answer.
10.if spit has a pH =7.4, what does that tell you about the water equilibrium?
a spit usually does not have that high of a pH level so something had to be added to help raise the level.

Activity 6

States of Matter and Intermolecular Forces

1)
0*F= 255.3 K
32*F = 273.15 K
70*F= 294.3 K
212*F=373.15 K
2)
3) For a solid and liquid simulation the water molecules slow and huddle closely in the same position as the temperature keeps getting lower. The red atoms are closely connected and don't change through the simulation. In a gas simulations the water molecules slow down but atoms are connected red to blue which differs from solid and liquid.
4) To make oxygen become a liquid there has to be a temperature of 28 K and a pressure of 10-15 atm
5)
D 8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases

During the simulation this standard was met easily. Taking different variables like amount of pressure and temperature the simulations tested interactions with solids, liquids and gases. The simulation showed how the three substances would react and different ways they could be manipulated.

D 8.4 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges.

This activity walks through the terms of chemical reactions. It talks about the different things that happen when a chemical reaction takes place. The simulations show how energy is exchanged causing the matter to change states.

Activity 5

Density

1)

Boron Atoms:
Protons: 5
Nutrons: 6
Electrons: 5
Density: 2.34g

Protons: 3
Neutrons: 3
Electrons: 3
Density: 0.535

2)Density- The quantity of mass per unit volume
d=m/v

4) Density Mystery Boxes
Box A- 65.14kg, Volume 103.38, Density 0.63 Item Apple
Box B- 0.64kg, Volume 100.64 Density 0.92 Item Ice
Box C- 4.08kg, Volume 104.08, Density 0.39 Item Wood
Box D- 3.10kg, Volume 103.30,
Box E 3.53kg, Volume 102.24,

5) Science Standards 4th, 8th and 12th grade
A 4.1 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
A 4.3 When investigating a science related problem decide what data can be collected to determinee the most useful explanations
C 8.3 Design and safely conduct investigations that provide reliable quantitative data as appropriate to answer thier questions
C 8.5 Use accepted scientific knowledge, models and theories to explain their results and to raise further questions about thier investigations

Activity 4

A.4.3 When Investigating a science-related problem, decide what data can be collected to determine the most useful explanations.
I feel that I met this standard during an environmental biology class. As a group we were required to go to a creek and take date about different features and what comprised it. Before we left to go out in the field we had to decide what we could do to reflect the characteristics of the creek. We decided that if we collected the speed of the water flow this would help us give a useful explanation of our findings.


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.
I have met this sub standard during the time period of this class. When researching information about atoms and atomic structure I used the resources of a chemistry text to help me understand the information better to answer the questions that were before me.

C 4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.
This standard was met in the first activity that was completed. During the activity I was given the opportunity to answer questions through research. While doing the research I experimented and observed them which helped me to offer explanations. I also made a perdiciton about the outcome based on prior knowledge.

D 4.3 Understand that substances can exist in different states- solid, liquid, gas.
This standard was also met during the time period of this class. When researching information about water I learned how it works being in three different states. I learned that water being a solid is an ice cube, it is a liquid when it is regular water and it is a gas when it is created from something like water vapors.

E 4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during the investigations.
I feel that I met this standard but not in this class. I participated in a program where I helped kids learn about different earth materials. I helped teach about different minerals and soils as well as learned about these from someone that is an expert in the field.

F 4.3 Illustrate the different ways that organisms grow through life stages ad survive to produce new members of their type.
This standard was met outside of the chemistry classroom. In a past class we were asked to draw a poster of all the life stages an animal goes through. We had to talk about what may alter these stages and how it is a never ending in most scenarios.

G 4.5 Ask questions to find answers about how devices and machines were invented. Being a marketing educator this is a popular question that is asked. During a previous class we were asked to research about a device of our choice. We had to go through and talk about how it was invented and what steps had to be taken to implement it. We also talked about different ways that is could have been improved or ways the outcome would have been changed.

H 4.3 Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercises, safety, and health care. During this class we were asked to research about what chemical combinations were in everyday household items. This is one way that this standard was met. We looked at the science that makes up shampoo which helps us keep good hygiene. We learned that there are a number of chemicals in things that we do not know but need to accomplished all of these personal needs.

Activity 2

Atom and Atomic Structure

Magnesium 12 Protons 12 Neutrons

Aluminum 13 Protons 14 Neutrons

Sodium 11 Protons 12 Neutrons

1) Atomic Number

• Magnesium-12


• Aluminum- 13


• Sodium-11

2) Atomic Mass

• Magnesium- 24.3050


• Aluminum-26.9815


• Sodium- 22.9898

3) Protons and electrons are two subatomic particles that are equal in number

4) An isotope is created when there is the same number of protons but a different number of neutrons. To create an isotope I would have to change the amount of neutrons in the element.

5) Most of the volume in an atom is held in the nucleus by the protons and neutrons.

6)
Excited magnesium.
7) Ground state is the opposite of excited state. In excited state more charges move away from the nucleus. When the atom reaches ground state again the nucleus will hold more.

8) Depending on the element colors have a wide range. When sodium is excited it can give off a yellow flame or other elements can give of lavender flames to red flames.

9) Colors are unique to specific elements. When electronic structures of atoms are changed different colors are omitted.

10) Elements that are in one group and are placed by each other on the periodic table have similar chemical properties.

11)Group and classes of the periodic table

• Alkali Metals- Potassium and Cesium


• Alkaline Earth- Barium, Radium


• Halogens- Fluorine, Iodine


• Nobel Gases- Xenon, Krypton


• Transition metals- Zirconium, Titanium


• Non Metals- Nitrogen, Oxygen


• Metalloids- Boron, Asatine

Activity 1

Experiment the Side of Chemistry

Questions to Answer:

1. Does hot water or cold water freeze faster?
2. Does hot water or cold water boil faster?
3. Does salt water freeze faster or slower than regular water?

2)Hypothesis:
1. Hot water will freeze faster than cold water.
2. Cold water will freeze more quickly than hot water.
3. Regular water will freeze faster than water containing salt.

3.

5)Controlled Varibles:
Amount of water (1 cup for freezing experiement, 1 quart for boiling experiment)
Size of Container
Size of oven burner

6)Therioes:
1. I believe that hot water will freeze faster than cold water. I believe this because the shock from hot to cold temperatures will cause the water to react more quickly thus changing its state.
2. Hot water will boil faster than cold water. I think this theory because he water is already warm so it has less of a change when it begins to boil.
3. Salt water will freeze slower than regular water because there is more than the normal molecules in water. Addign another molecule will slow the whole process down.



7)Image of water molecule atoms




8)

Water in solid, liquid and gas state

9)Scientific Method
1. Ask a question-
The questions that will were asked include does hot or cold water freeze faster, does hot or cold water boil faster and does sal water or regular water freeze faster.
2. Do background research-
I gained background information from the power points offered to the class. The Powerpoints offered information about molecules and this helped me form a hypothesis.
3. Write a Hypothesis- For this activity I wrote three hypthoesis based on my background knowledge and what I though may happen during the experiement.

4. Test hypothesis. I conducted the experiement twice to see how accurate the data was and prove if my hypothesis were correct or incorrect.

5.Show in graphs and write a conclusion. I did this by showing the data in a graphed formed and writing why I found what I found.

6. Visually display results. This was found when I put the information into a table and graph.