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Activity 8 continued...

3. After viewing all of my other classmates blogs I have found that roughly half and half found that hot freezes faster than cold and vice versa. I was one of the students that found that cold freezes faster but like others I noticed that hot water cools down faster than cold water it just doesn’t reach the freezing point quicker. With that overall I believe hot water does in fact freeze faster. A lot of they hypothesis throughout the class were very similar. With that none stuck out to me that made me want to go and test the hypothesis because I already did. If I wouldn’t have did the same experiment I would have probably tested all the hypothesis that said that hot water freezes faster than cold because I have always wondered if that was actually true. My experiment did not show that but a lot of my class mates did and it makes me want to be more careful and make sure all hot and cold temperatures are exactly the same to see if I would see a difference.

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Activity 8

1. Balancing Chemical Formulas:

2. Own experiment: Standards; D.12.4 D.8.1 D.4.3

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Activity 7 1. Review slides 2. See Pictures above. 3. 

4. Dish Soap is a base. The common name is Sodium Stearate. The formula is C17H36COONa. Structure is pictured below.

Vinegar is an acid. The common name is Dilute Acetic. The formula for vinegar is NaHCO3. Structure is pictured below.

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Activity 6: 1. 0°F=255.4 K 32°F=273.2 K 70°F=294.3 K 212°F=373.2 K 2. See pictures above. 3. When the water is cooled to 0 K the molecules, no matter what state; solid, liquid or gas, are almost completely froze. In other words the molecules are hardly even moving. The atoms that are more attracted to each other are they hydrogen atoms. Each hydrogen atom is really close to each other hydrogen atom. 4. The reason the statement is false is because water in its liquid state is denser than when water is in its solid state. 5. Temperature for oxygen to become a liquid= 53 K Pressure required for oxygen to become a liquid= 1.6 atm 6.See pictures above. Polar molecule= Water H20 Nonpolar molecule= Chloroform CHCl3 7. Salt ions are easily dissolved in water because water is polar and can dissolve many substances, salt ions being one of them. 8. Standard A in the Wisconsin Science Standards is a standard that relates to this activity because models are being used to further investigate what is happening in the world today and allows for further questions to be asked. Another standard from the Wisconsin Science Standards that is related to this lesson is Standard D. This standard from elementary to high school is all about learning the states of matter and how atoms are reacting in different states and in different pressures.  

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Activity 5

Activity 5: 1. Pictures above: Lithium---- Protons=3, Neutrons=4, Electrons=3, Density= 0.535g/cm3

Boron---- Protons=5, Neutrons=6, Electrons=5, Density=2.46g/cm3

2. Density is the ratio of mass and volume, which is also known as the mass per unit volume. In other words how much an object has in one unit of volume. The equation for density is—density=(mass/volume) or p=(m/v) where the p=density, m=mass and v=volume. For atoms the unit will go out g/cm3. 3.  PhET Simulator Density Activity: See pictures below---Reverse order so last part on top. First part on bottom. 4. Mystery Blocks: Block Mass (kg) Volume (L) Density (kg/L) What is it made of A 65.41 kg 3.38 L 19.35 kg/L Gold (19.3kg/L) B 0.64 kg 0.64 L 1.00 kg/L Water (1.00 kg/L) C 4.08 kg 4.08 L 1.00 kg/L Water (1.00 kg/L) D 3.10 kg 3.10 L 1.00 kg/L Water (1.00 kg/L) E 3.53 kg 1.00 L 3.53 kg/L Diamond (3.53 kg/L)

5. In the Wisconsin Science Standards the standard that relates with Activity 5 is standard D by the end of 12 grade. Learning about atoms and how each atom works when combining and the density of certain objects.

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Activity 3- Ball and stick models. Post it notes are hard to read but the small white marshmellows are Hydrogen. Green=oxygen Yellow=nitrogen pink= carbon.

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Activity 4

Activity 4 Science Standards for the 4th grade. Standard A: Substandard A.4.1: “When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed.” • This standard is something that once I started to do in depth lab reports probably starting in the third grade. A hypothesis was made and then questions were supposed to be written down and asked to how the hypothesis was going to be answered. Almost all of the lab reports that I used to have to write up to eighth grade would involve asking the questions in order to successfully create a good lab report. Standard B: Substandard B.4.2: “Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked.” • My chemistry class when I was a junior in high school, I remember doing a whole unit focusing on four or five major chemist. The only three I remember is Rosalind Franklin, Robert Boyle, and Dmitri Mendeleev. We had to research where they were born, what was their major contribution to chemistry, and if they studied somewhere. That is all I remember for specific detail but I do remember there was a small quiz asking questions about each person. Standard C: Substandard C.4.8: “Ask additional questions that might help focus or further an investigation.” • Once again in my chemistry class my junior year of high school in each lab report one of the questions that needed to be addressed in the conclusion was how the experiment could be further investigated. One experiment that I remember doing was on Valentine’s Day we made suckers from scratch. We had to boil the sugar to the right point and then a sucker would form. At the end of the lab in the conclusion as usual I was asked how this experiment could be furthered. Once again I don’t remember what I said but I do remember each experiment this question had to be answered. Standard D: Substandard D.4.3: “Understand that substances can exist in different states-solid, liquid, gas.” • In this class, Chemistry 105, the first activity that we had to do involved understanding the three different states of matter. With that this is not my first time learning about the three states of matter, I remember learning about it a long time ago. This is the first time that I actually did a lab that involved focusing and paying attention on how each state moves from one to another. Relearning this information is always nice because the three states of matter are basically seen in a person’s everyday life. Standard E: Substandard E.4.4: “Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time.” • I took an astronomy class my sophomore year of high school. This class not only talked about the stars and the planets but it also talked about the geology of the Earth as well. For the astronomy part of the class every week or so I had to draw a portion of the sky and name the major constellations that was in that portion. One thing that I remember learning in the class that I still remember is that Orion’s Belt is only visible during the winter months, not during the summer months. Standard F: Substandard F.4.2: “Investigate* how organisms, especially plants, respond to both internal cue (the need for water) and external cues (changes in the environment).” • The only time I remember doing anything related to any of the substandard for standard F is when I took biology in high school. I remember placing a plant by the window and watered the plant every day. Then under a blue light, I believe it was, we placed the same type of plant and watered it every day as well. The object of this lab was to see in what environment the plant grows faster in. I don’t remember the exact outcome but this is one of the only science courses that I remember taking that covered this substandard. Standard G: Substandard G.4.5: “Ask questions to find answers about how devices and machines were invented and produced.” • Within standard G this substandard is the only one that I somewhat feel like I have learned something about. Not so much the ask questions part but I remember learning briefly on who invented major science machines and what impact they had on the evolving world of science. I don’t remember anything in details and that is about all I have in relation to this standard. Standard H: Substandard 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.” • Biology 111 here at UW-Stout the last unit that I did was learn how much I personally put an effect on the earth. With that there was a website that asked different questions like how long I shower per day, how many times I use paper towels, and how many pieces of paper I use, and etc. and by answering all these after a week of keeping track. This unit really puts in perspective how much a person uses daily and how much the earth is impacted by it. 1. One of the biggest changes that really caught my eye was the new science standards are really focusing on being able to relate what is being taught in the classroom to not only things that can apply to a lot of students in the real world but also gaining skills that can be used in other subjects as well. With that the old standards were more framed towards the students just understanding the history of science, and how to do labs successfully and how to do lab reports, etc. To me this is a good change because as a person who has always disliked science because I could never relate changing a penny to a gold color to the real world and how I would ever use that skill so I was never interested, and yes I actually did that as a lab. Another change is that past standards for each grades just assumed that ALL students learned what was supposed to be taught but that hardly was ever the case. 2. These standards are connected to math and literature because all subjects are trying to relate to one another. For example being able to do math calculations in the science lab and vice versa. With literature being able to read science labs and past reports and being able to have the skills to full understand what is being said. This is huge because being able to relate the core classes make it less far confusing because the subjects are actually related. 3. The biggest challenges I see that faces teachers with these new standards is that the world is always evolving and new technology tools are changing as well and not every teacher has the technological skills that they need to have. These new standards are focusing around technology and what comes with that is teachers need to be trained in new skills that they could potentially have never had any encounters in before. That’s why I think these new standards will be somewhat challenging to some of the teachers.   4. An opportunity I see for teachers to better engage students in the STEM fields is being able to relate what is being taught in the classroom to the real world. There is nothing worse than sitting in a classroom knowing that everything you are learning at that moment will never be used again unless it’s in a higher level course. Also being able to use new technology. Since technology is basically taking over this world students love it and want to use it, so take that to your advantage being a teacher and use tools that keep your students interested.

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Activity 3...final part.

4. What does IUPAC stand for? IUPAC stands for the International Union of Pure and Applied Chemistry. This is where chemist around the world are represented. Along with that it is also for all the chemist to remain on the same page for each chemical that is represented. 5. One main reason why companies can claim that one of their products is chemical free is because they don’t have to place everything on the labels. One product that claims they are chemical free is Green Aussie Cleaner. This product has different fragrances and one fragrance is a lemon smell. All lemons have citric acid which is in fact an acid its self, which means that it is a chemical. With that since it is a natural chemical coming from the lemon that is being used citric acid doesn’t make the list of ingredients.   6. Who doesn’t love a cold beer right? Well after doing some research something shocking that I found and alarms me is that there are a lot of hidden ingredients, some chemical others not, in beer. The main ingredient that I saw that is in some beers is called monosodium glutamate (MSG). Which after research I have realized that this is the ingredient that can cause those nasty hangovers. If too much of this amino acid is consumed it is found that headaches can occur. Along with that there are a lot of genetically modified organisms found in beer that I never knew of like, GMO Corn.

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Activity 3...Continued

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Activity 3...Start

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Activity 2: 1. What is the atomic number for each of your models? Sodium (Na) =11 Neon (Ne) = 10 Chlorine (Cl) = 17 2. What is the atomic mass number for each of your models? Sodium (Na) = 22.9 Neon (Ne) = 20.1 Chlorine (Cl) = 35.4 3. In your models, which two subatomic particles are equal in number? In all of my models the two subatomic particles that are equal in number are protons and electrons. 4. How would you make an isotope for one of your models? What would change with the model? Neon isotope: 22Ne atomic number= 10 atomic mass= 21.9 What would change about the neon model would be that there are 12 neutrons instead of 10 neutrons. Protons and electrons will still remain at 10. 5. Considering the overall volume of your element models, what makes up most of the volume of an atom? The part of an atom that takes up the most volume is the electrons. This is due to the fact that the nucleus is more compound and closer together where the moving electrons are moving around a less compound area. 6. For one of your models, show with another image what happens when energy excites an electron. SEE PICTURES. 7. Once the electron is excited, what do we typically observe when the electron returns to the ground-state? What is typically observed when the electron returns to the ground-state is photon’s being emitted which shows light. 8. Why are some elements different colors when they are excited? Some elements are different colors when they are excited because the amount of energy that is required to move the electrons from one orbit to the other, which causes different colors to emit. 9. You may observe fireworks over the New Year’s, explain how the different colors of fireworks arise. The different colors from the fireworks that arise is the different elements that are being excited and lowering to a lower energy state. Each element gives off different colors because of the amount of energy it takes to move electrons from each orbit, which causes the many different colors that flash from the fireworks. 10. Explain the overall organizational structure of the periodic table. The overall organizational structure of the periodic table is that the elements are arranged in increasing atomic number, which is placed in the rows then moving left to right. Then each column is called a group or a family so they all have something in common, for example Alkali Metals and Transition Metals.   11. List two examples of elements for each of these groups or classes: Alkali Metals, Alkaline Earth, Halogens, Noble Gases, Transition Metals, Non-Metals, and Metalloids. Alkali Metals: Potassium (K), Sodium (Na) Alkaline Earth: Calcium (Ca), Radium (Ra) Halogens: Chlorine (Cl), Iodine (I) Noble Gases: Helium (He), Neon (Ne) Transition Metals: Titanium (Ti), Zinc (Zn) Non-Metals: Hydrogen (H), Oxygen (O) Metalloids: Arsenic (As), Boron (B) 12. Electrons are certainly the coolest feature of atoms! They are so bizarre in their behaviors. They have a small amount of mass and charge, yet they move and occupy space much like how we perceive light. Electrons tend to be scientists first exposure to how things behave at the quantum level. To help explain the “bizarre” nature of electrons, watch this video and post a paragraph that describes how electrons behave. Electrons behave as both a wave and marbles. They have “a mind of their own.” Many different factors can play a role on how electrons will behave. For example on the video when the electrons were being observed they acted as a marble but when they weren’t being observed they acted as a wave. With the amount of space that the electrons have to move anything is possible for each different electrons behavior. Whether it is just one electron or many electrons moving all together.

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1. Pictures of experiments: SEE PICTURES. 2. Your procedure/method: Freeze- A) Gather tools: Measuring cup (1cup), two plastic cups. B) Use hot water from the sink and cold water from the pitcher in the fridge. C) put a piece of tape on hot water cup. D) Measure one cup of hot water and pour into the cup with the tape on it. E) Then measure one cup of cold water and pour into the other cup. F) Place both cups outside at the same time record start time. G) Wait for each cup to freeze record time in minutes to the table. H) Repeat steps B through G for two more trials until three trials are completed. Boil- A) Gather tools: measuring up (1cup), stopwatch on cellphone, stove, pot, cold water (from pitcher in fridge), hot water (from faucet). B) Put 1 cup of cold water in pot, then turn stove on HI and press start on cellphone right when stove is turned on. C) Wait for water to boil then press stop on stopwatch and record time in minutes on the table. D) Wait for stove and pot to cool back to room temperature so the experiment isn’t altered. E) Once both are cooled repeat steps B through D with cold water for two more trials until three trials are complete. F) Repeat steps B through E with 1 cup of hot water. Salt freezing- A) Gather tools: Measuring cup (1cup), 1 tsp, salt, hot water from faucet, and two cups (one different from other). B) Measure one cup of hot water and put in plain blue cup. C) Measure one cup of hot water place in Halloween cup and add 1 tsp of salt to cup. D) Place both cups outside at the same time, record start time. E) Wait until cups are frozen record time in minutes to the table. F) Repeat steps B through F two more times until three trials are completed. 3. Define independent and dependent variables: independent- Cold water, hot water, salt water, regular water. Dependent- heat, freezing. 4. Data in form of graph and table: SEE PICTURES. 5. Show data of experiment repeated three times: SEE PICTURES. 6. List controlled variables: temperature of whether outside (8 degrees Fahrenheit), temperature of cold and hot water used in each cup, boiling temperature. 7. Theories for each experiment: Cold water molecules freeze faster than hot water molecules. Hot water molecules boil faster than cold water molecules. Salt water molecules take longer to freeze than regular water molecules take to freeze. 8. Image of water molecules: SEE PICTURES. 9. Video: https://www.youtube.com/watch?v=OdeRL6R2PuQ 10. The repeatability of each of these experiments is fairly easy. As long as the temperature remains constant outside and the boiling temperature remains the same throughout each experiment. Also that all tools used go back to room temperature so no times are altered if the pot is already hot for example it will shorten time to boil. The average minutes for hot water to freeze was 58 minutes and cold water to freeze was 37 minutes. The average minutes for hot water to boil was 2 minutes and 15 seconds and for cold water to boil was 2 minutes and 71 seconds. Lastly for salt water to freeze the average time was 75 minutes and for regular water to freeze was 62 minutes. 11. These experiments are based on seeing physical change. The physical changes that are being observed is watching a liquid change into a gas and a liquid changing into a solid. Unlike chemical changes, like rusting, physical changes process can’t always be observed until the process is complete. For example a liquid moving to a solid the water molecules in the liquid are condensing and moving closer together which then causes the liquid (water) to move to a solid (ice). The first experiment was finding what freezes faster hot water or cold water. My hypothesis was that hot water freezes faster because I have already learned about the Mpemba effect, which states that hot water does indeed freeze faster. With that I actually found the opposite that cold water freezes faster. This is because the cold water molecules are already close together so they don’t take as long to freeze. The second experiment was to find what boils faster hot water or cold water. My hypothesis was that hot water boils faster. This hypothesis was correct and that is because the hot water molecules are spread out more than the cold water molecules which shortens the process from a liquid to a gas because the gas molecules are extremely spread out. Finally the last experiment was to find if salt water freezes faster or slower than regular water. My hypothesis was that salt water freezes slower than regular water. Again this was correct because I knew that salt was used to melt ice on roads therefore it will take longer to freeze. The states of matter are important for people to know because they are used in almost everyone’s day to day life. For example making spaghetti involves having to boil water and waiting for the water to boil always seems like it takes a long time. Now knowing that hot water doesn’t take as long can quicken the process of moving from a liquid to a gas. Also when it gets icy on the roads during the winter trucks are always dumping salt on the roads so the ice will melt. This physical change is moving from a solid to a liquid which is reverse of the salt water freezing experiment but is very closely related.