Activity 2
1. What is the atomic number for each of your models?
a. Oxygen:8
b. Neon:10
c. Helium:2
2. What is the atomic mass number for each of your models?
a. Oxygen: 15.9994 amu
b. Neon: 20.1797 amu
c. Helium: 4.002602 amu
3. In your models, which two subatomic particles are equal in number?
a. Oxygen:
i. Protons: 8
ii. Electrons: 8
iii. Neurons: 8
b. Neon
i. Protons: 10
ii. Electrons: 10
iii. Neurons: 10
c. Helium
i. Protons:
ii. Electrons:
iii. Neurons:
4. How would you make an isotope for one of your models? What would change with
the model?
a. I would make an isotope for neon by adding another neutron to my model
changing the number of neurons from 11 to 12.
5. Considering the overall volume of your element models, what makes up most of the
volume of an atom?
a. The electron cloud makes up most of the volume of an atom. The electron cloud
makes up the most because protons and neutrons, which are tightly packed
together, electrons exist in in orbitals around the nucleus, which take most of the
space.
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?
a. After the electron in excited, it will return to a lower energy state which will then
create “a photon of energy” or, light.
8. Why are some elements different colors when they are excited?
a. Different elements emit different emission spectra when they are excited because each
type of element has a unique energy shell or energy level system. Each element has a different
set of emission colors because they have different energy level spacings.
9. Do a little research to list which elements are used to make the different colors of
fireworks.




Aluminum is used to produce silver and white flames and sparks. It is a common
component of sparklers.
Copper compounds produce blue colors in fireworks.
Antimony is used to create firework glitter effects.
Barium is used to create green colors in fireworks
10. Explain the overall organizational structure of the periodic table.
a. The overall organizational structure of the periodic table is that it is organized by chart
of the elements arranged according to the periodic law discovered by Dmitri I. Mendeleev and
revised by Henry G. J. Moseley. In the periodic table the elements are arranged in columns and
rows according to increasing atomic number. Group 1 (with one valence electron) and Group 2
(with two valence electrons) are called the alkali metals and the alkaline-earth metals,
respectively. Two series of elements branch off from Group 3, which contains the transition
elements, or transition metals; elements 57 to 71 are called the lanthanide series, or rare earths,
and elements 89 to 103 are called the actinide series, or radioactive rare earths; a third set, the
superactinide series (elements 122–153), is predicted to fall outside the main body of the table,
but none of these has yet been synthesized or isolated. The nonmetals in Group 17 (with seven
valence electrons) are called the halogens. The elements grouped in the final column (Group 18)
have no valence electrons and are called the inert gases, or noble gases, because they react
chemically only with extreme difficulty.
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 & Sodium
Alkaline Earth: Barium & Radium
Halogens: Fluorine & Chlorine
Noble Gases: Argon & Krypton
Transition Metals: Platinum & Iron
Non-Metals: Nitrogen & Carbon
Metalloids: Boron & Silicon
Activity 1
1. Pictures of your experimental materials and setup.
2. Your hypothesis to the questions posed.

Does hot water or cold water freeze faster?
o I believe that the hot water will freeze faster because the water will be
moving at a faster rate and it will slow down more rapidly than the cold
water.
Time
10 min
20 min
30 min
40 min
Cold Water
Slightly frozen sides
No change
Frozen sides
Frozen top and sides
Hot Water
No change
Slightly frozen sides
Frozen top and sides
Mostly frozen
Cold Water
No change
Slightly frozen sides
Frozen sides
Slightly frozen top
Hot Water
No change
Frozen sides
Frozen top
Mostly frozen
2nd time
Time
10 min
20 min
30 min
40 min

Does hot water or cold water boil faster?
o I believe that the cold water will boil faster because it will be moving
slower and when it reacts to the heat it will move faster to the reaction that
the hot water.
Time
1 min
2 min
3 min
4 min
Hot Water Temp (F)
118
155
202
212
Cold Water Temp (F)
120
168
214
Hot Water Temp (F)
121
161
200
212
Cold Water Temp (F)
115
165
212
2nd time
Time
1 min
2 min
3 min
4 min

Does salt water freeze faster or slower than regular water?
o I believe that the regular water will freeze faster because there are no
added ingredients that may freeze at a slower pace than the water.
Time
10 min
20 min
30 min
40 min
Regular Water
No change
Frozen sides
Frozen sides and top
Mostly frozen
Salt Water
No change
Slightly frozen sides
Frozen sides/ slightly on top
Partially frozen
Regular Water
No change
Slightly frozen sides
Frozen sides/ Partially
frozen top
Mostly frozen
Salt Water
No change
No change
Slightly frozen sides
2nd time
Time
10 min
20 min
30 min
40 min
Partially frozen
5. List your controlled variables for your experiment




Amount of water used
The containers used
The temperature for both the boiling and freezing of the water
Water from the same place
7. Image of the atoms that make up water molecules.
8. Video or animation that shows how water molecules are arranged in the three states of
matter for water.
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.
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. 2-Oxo-L-threo-hexono-1,4-lactone-2,3-enediol
o Ascorbic Acid
o Vitamin C
o C6H8O6
2. Propan-2-one
o Acetone
o C3H6O
3. Ethanol
o Ethanol
o C2H6O
4. 2-acetoxybenzoic acid
o Aspirin
o C9H8O4
5. D-glucose
o Glucose
o C6H12O6
6. Acetic acid/ Ethanoic acid
o Acetic acid
o C2H4O2
7. Amylum
o Corn starch
o [C6H10O5]11
8. Butane
o Lighter fuel
o C4H10
9. Caffeine
o No-Doz tablet
o C8H10N4O2
10. Calcium carbonate
o Chalk
o CaCO3
11. Calcium chloride
o Ice melter
o CaCl2
12. Carbon dioxide
o Dry ice
o CO2
13. Carbonic acid
o Soda water
o H2CO3
14. Ethylene glycol
o Antifreeze
o HOCH2CH2OH
15. Hypochlorous acid
o Laundry Bleach
o HClO
16. Lactic acid
o Milk acid
o CH3COHCOOH
17. Latex
o Liquid rubber
o C5H8
18. Methane
o Natural gas
o CH4
19. Zinc chloride
o Zinc chloride
o ZnCl2
20. (2R,3R,4S,5S,6R)-2-[(2S,3S,4S,5R)-3,4-dihydroxy-2,5bis(hydroxymethyl)oxolan-2-yl]oxy-6-(hydroxymethyl)oxane-3,4,5-triol
o Sucrose
o C12H22O11
3. Look over your molecules and the bonding characteristics, how many bonds does each of
the following elements typically have? Carbon? Hydrogen? Oxygen?
a. Carbon: 4
b. Hydrogen: 1
c. Oxygen: 2
4. What does IUPAC stand for?
a. IPUCA: International Union of Pure and Applied Chemistry
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? Here is an example:
a. The chlorine scavenger is the use of the chemical sodium chlorite, which is in the laundry
powder concentrate. There are chemicals in virtually every product that we use. They
may not all be bad for the environment but they are still chemicals.
Activity 4
1. Sub-standard A
a. 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.
i. We did an experiment in high school with finding out about some of the
different types of acids and bases that we use and we had to use the
scientific method to find out which things were acids or bases and what
we could tell from which items were acids and bases and what similarities
that they have.
2. Sub-standard B
a. 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. We had to do a report on different chemicals that were on the periodic
table and we had to find out who had discovered it and different uses and a
list of other things. We had to look up the information in encyclopedias
and on the internet.
3. Sub-standard C
4.
5.
6.
7.
8.
a. Communicate the results of their investigations in ways their audiences will
understand by using charts, graphs, drawings, written descriptions, and various
other means, to display their answers
i. With the water experiment we had to use graphs to show the data of which
water froze or boiled faster to display our results and it helps show what
happened. Also the use of the pictures of what we used showing the
different states of water.
Sub-standard D
a. Understand that substances can exist in different states-solid, liquid, gas
i. We had a unit in high school where we learned about what different
substances were like in solid, liquid, and gas form. We were able to see
some of the substances in some of the forms and we did the experiment
with water and seeing all of the three types of forms of water.
Sub-standard E
a. Using the science themes, describe resources used in the home, community, and
nation as a whole
i. We had to look around our homes and find 10-20 different resources that
are used in our house and what they can also be used for. We used
different types of piping, water, the chemicals that were used in some of
the cleaners that we had used, and a whole list of other things.
Sub-standard F
a. Using the science themes*, develop explanations* for the connections among
living and non-living things in various environments
i. We had used how animals use some non-living things to survive in the
wild and how it is able to make them live longer and what they use to help
them eat food, and what they use for shelter,
Sub-standard G
a. Identify* the combinations of simple machines in a device used in the home, the
workplace, or elsewhere in the community, to make or repair things, or to move
goods or people
i. We had learned about different types of pulleys that have developed over
time and what different types there were and what each was used for. We
also learned about different types of bridges that are used and how much
they could hold and where certain types of bridges would be at.
Sub-standard H
a. Show* how science has contributed to meeting personal needs, including hygiene,
nutrition, exercise, safety, and health care
i. We learned about different discoveries with different medications and
about the use of different vitamins that help people with their health and
what uses each have and how they benefit people.
Activity 5
1. Run the Build an Atom simulation http://phet.colorado.edu/en/simulation/build-anatom and build a neutral lithium atom and a neutral boron atom. Take a picture, or a
screen shot, of these two atoms and place them on your blog. List the number of protons,
neutrons and electrons for each. Also look up and post the density for each of the elements
on your blog.
1. Lithium
a. Three protons
b. Three neutrons
c. Three Electrons
d. 0.53 g.cm
2. Boron
a.
b.
c.
d.
Five Protons
Five Neutrons
Three Electrons
2.34 g.cm
2. Define density and the equation for density and post on your blog.
a. Density- the amount of matter in a given amount of space
b. density = matter/Volume
3. Run the Density simulation http://phet.colorado.edu/en/simulation/density and complete
one(your choice) of the prepared Teaching Ideas and post your results on your blog. The
activity you choose should be one of the student intended activities.
PhET- Density Activity- Funsheet
Custom Section
Material
Name_____________
Mass (kg)
0.75
Volume (L)
5.00
Density (kg/L)
0.15
Does it Float?
Yes
2.00
5.00
0.4
Yes
4.60
5.00
.92
Yes
10.00
5.00
2.00
No
13.50
5.00
2.70
No
Styrofoam
Wood
Ice
Brick
Aluminum
1. In the custom setting, choose the ‘My Object’ option in the material drop down box. Set the
mass of your object to 4 kg. Adjust the volume to find the minimum volume needed to make
the object float.
Volume____7.01_____________
Density___0.57_______________
2. How does the density of a large piece of aluminum compare to a small piece?
It’s exactly the same
Same Mass Section
Material
Mass (kg)
5
Volume (L)
5
Density (kg/L)
1
Does it Float?
No
5
5
1
Yes
5
2.50
2
No
5
1.25
4
No
Blue
Yellow
Green
Red
Same Volume Section
Material
Mass (kg)
6
Volume (L)
5
Density (kg/L)
1.2
Does it Float?
No
8
5
1.6
No
4
4
1
Yes
Blue
Yellow
Green
2
2
1
Yes
Red
3. Looking at the data on the previous page, what must be true about the density of
an object in order for it to float?
It has to have a density of 1
Same Density Section:
4. Calculate the density of the blue object in this section.
Mass ________3 kg_____
Density______1__________
Volume____3 L___________
5. Explain why both the yellow and red objects float when they have different sizes.
They both have a density of 1
Mystery Section:
6. Before you start, pick an object that you think will float. ___D________________________
Pick an object that you think will sink. ____E_____________________
Material
Mass (kg)
65.14
Volume (L)
3.38
Density (kg/L)
19.27
Does it Float?
No
.64
.64
1
Yes
4.08
10.20
0.4
Yes
3.10
3.10
1
Yes
3.53
1
3.53
No
A
B
C
D
E
7. In the Custom section describe the difference between how Styrofoam and ice
floated. Also explain why you think this is the case?
Styrofoam floats up a lot higher than the ice did and I think it is because they have a difference in
their density.
8. In the Same Mass Section discuss what was interesting about the blue object’s behavior in the
water.
It dropped right down right away.
9. In the Mystery Section, click on the “Show Table” button. What is the most dense
object on the list? Write its density as well.
Gold is the most dense object. It has a density of 19.3
10. List something you learned from this activity
I learned that the bigger the volume of an object, the lower the density.
4. Complete the Mystery Blocks activity on the Density simulation. Post on your blog the
data you collected (mass, volume, and density) and the identification of the material and
the known density.
Block #
E
D
C
A
B
Mass (kg)
3.53
3.1
4.08
65.14
.64
Volume (L)
1
3.10
4.08
3.38
.64
Density (L^3)
3.53
.92
1.0
19.3
1
Material
Diamond
Ice
Water
Gold
Water
5. Identify and post on your blog the Science Standards that could be met through these
activities completed in Activity 5




A.4.2 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
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
D.4.2 Group and/or classify objects and substances based on the properties of earth
materials
D.4.5 Construct simple models of what is happening to materials and substances
undergoing change, using simple instruments or tools to aid observations and collect data
Activity 6
1. Convert 0°F, 32°F, 70°F, and 212°F to Kelvin
a. 0 F - 255.37 K
b. 32 F -273 K
c. 70F - 294.26 K
d. 212F - 373.15 K
2. Complete the Teaching Idea: States of Matter Simulation Lab by Kelly Vaughan.
Complete the lab worksheet as if you were a student, and then post this on your blog. You
can scan it or just take a picture of it.
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?
Hydrogen & Oxygen
4. 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.
Temperature: 252 K
Pressure: 19.44 atm
5. List and describe at least two Science Standards that this activity addresses.
a. 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
b. D.4.1: Understand that objects are made of more than one substance, by observing,
describing and measuring the properties of earth materials, including properties of size,
weight, shape, color, temperature, and the ability to react with other substances
Activity 7
1. Complete the Teaching Idea “Concept Questions for Chemistry using PhET” posted by Trish
Loeblein on the pH Scale simulation at PHET (http://phet.colorado.edu/en/simulation/ph-scale).
On your blog post the answers with your scientific explanations from the “Clicker Questions pH
Scale” posted by Trish.
Acids and Bases
“Concept Questions for Chemistry using PhET” posted by Trish Loeblein on the pH Scale
simulation “Clicker Questions pH Scale” activity.
B. False. The clear solution is an acid, the red
solution is neutral, and the yellow solution is a base.
C. is basic
C. is acid
B. is basic
E. None are acidic
A. it will increase the pH
B. Decrease the pH
A. ABC
E. CAB
B. Something was added that made the
equilibrium shift right
2. Complete the Teaching Idea “Intro to Strong and Weak Acids and Bases” posted by Chris
Bires on the Acid-Base Solutions simulation (http://phet.colorado.edu/en/simulation/acid-basesolutions) and post on your blog your data and answers to the questions posed.
Name:____Michelle_______________
Introduction to Strong and Weak Acids and Bases PhET Lab (rvsd 5/2011)
How does the strength of an acid or base affect conductivity?pH?
Introduction:
When you test your pool’s pH, what are you those little vials or paper strips telling you? When
you hear an acid called “strong” or “weak”, what do those terms refer to? In aqueous solutions,
compounds can exist as molecules (undissociated) or ions (dissociated). When an acid or a base
exists in solution nearly completely as dissociated ions, we refer to that acid or base as strong. A
weak acid or base will donate ions to the solution, but will remain primarily as undissociated
molecules.
Notation:
Acids are abbreviated HA, with the H representing the proton (H+) the acid donates to the
solution. The A is referred to as the acidic anion (A-) that is left in solution as the proton is
donated.
Strong Bases are abbreviated MOH, with the OH representing the hydroxide ion (OH-) the
base donates to the solution. The M is cation (M+) that is left in solution as the hydroxide is
donated. .
Autoionization:
Even without any acid or base added a very small number of water molecules will form protons
(H+) and hydroxide ions (OH-). The protons will then form hydronium ions, the acid ion.
Procedure: PhET Simulations  Play With Sims  Chemistry Acid-Base Solutions 
The concentration of the acids and bases used in the at 0.010 (10-2) Molar.
Begin with a strong acid and lower the pH probe into the beaker. What is the pH of this
solution?
Test this strong acid with both pH paper and the conductivity probe. What color does the pH
indicator become? Is this strong acid an electrolyte? Does current travel through this solution?
Repeat the above tests with the weak acid, the strong base, and the weak base, and water.
Collect your observations in the table below:
Strong Acid
Weak Acid
Strong Base
Weak Base
Water
pH meter read
(value)
2
4.5
12
9.5
7
pH paper
(color)
Red
Orange
Blue
Green
Yellow
Conductivity
Bright
(bright/dim/none)
Dim
Bright
Dim
None
Exists as Mostly
(ions/molecules)
Molecules
Ions
Molecules
Ions
Ions
Procedure:
This simulation allows you to change the concentration of a strong and weak acid and base.
Complete the table below for some strong acids and bases and weak acids and bases by adjusting
the concentration.
Strong Acids
Strength
Initial Acid Concentration
(mol/L)
.010 M
[HA] (mol/L)
[A-] (mol/L)
pH
1.00x10^-2
[H+]
(mol/L)
1.00x10^-2
Negligible
.050 M
Negligible
5.00x10^-2
5.00x10^-2
1.3
.100 M
Negligible
1.00x10^-1
1.00x10^-1
1
1.00 M
Negligible
1.00x10^0
1.00x10^0
0
pH
4.41
2
Weak Acids
Strength
(approximately)
Initial Acid
Concentration (mol/L)
.015 M
[HA]
(mol/L)
1.50x10^-2
[A-] (mol/L)
3.87x10^-5
[H+]
(mol/L)
3.87x10^-5
.150 M
1.50x10^-2
1.22x10^-4
1.22x10^-4
3.91
.015 M
1.36x10^-4
1.49x10^-2
1.49x10^-2
1.83
.150 M
1.17x10^-2
1.38x10^-1
1.38x10^-1
.86
[M+]
(mol/L)
1.00x10^-2
[OH-]
(mol/L)
1.00x10^-2
pH
Strong Bases
Strength
Initial Acid Concentration
(mol/L)
.010 M
[MOH]
(mol/L)
Negligible
12
.050 M
Negligible
5.00x10^-2
5.00x10^-2
12.7
.100 M
Negligible
1.00x10^-1
1.00x10^-1
13
1.00 M
Negligible
1.00x10^0
1.00x10^0
14
[OH-]
(mol/L)
3.87x10^-5
pH
9.59
Weak Bases
Strength
(approximately)
Initial Acid
Concentration (mol/L)
.015 M
[B] (mol/L)
1.50x10^-2
[BH+]
(mol/L)
3.87x10^-5
.150 M
1.50x10^-1
1.22x10^-4
1.22x10^-4
10.09
.015 M
1.36x10^-4
1.49x10^-2
1.49x10^-2
12.17
.150 M
1.17x10^-2
1.38x10^-1
1.38x10^-1
13.14
Conclusion Questions:
A strong acid is very concentrated / exists primarily as ions. (circle)
A weak base is a nonelectrolyte / weak electrolyte / strong electrolyte.
A strong base is a nonelectrolyte / weak electrolyte / strong electrolyte.
At the same concentration (Molarity) a strong acid will have a higher / lower / the same pH as
a weak acid.
5.
As concentration of a weak acid increases, the pH increases / decreases / remains constant.
6.
As concentration of a weak base increases, the pH increases / decreases / remains constant.
7.
As the concentration of a weak acid increases, the number of ions increases / decreases /
remains constant.
8.
As the concentration of a weak acid increases, conductivity increases / decreases / remains
constant.
9.
As the strength of a weak acid increases, the proportion of ions to molecules increases /
decreases.
10. As the strength of a weak acid increases, the conductivity increases / decreases / remains
constant.
11. What are the pH values of a weak acid with a concentration of 0.10 and a strong acid with a
concentration of 0.01, ten times lower?
Weak acid, 0.10 M :_____4.57_______
Strong
Acid, 0.01 M :______2______
12. Explain the significance of the results of your calculation above. _____The weak acid has a
higher pH balance than that of the stronger acid._____
1.
2.
3.
4.
Activity 8
1. Choose any Teaching Idea from any of the Chemistry Simulations
(http://phet.colorado.edu/en/simulations/category/chemistry ) and post your
results/data and/or answers on your blog.
i. Build a Molecule- Concept Questions: by Patricia Loeblein
1. A
2. D
3. A
4. B
5. A
6. D
7. C
2. Work with any of the Chemistry Simulations to create your own Teaching Idea. The criteria
for this is as follows:
Green House Effect Simulation for 8th Grade
Students will be using the simulation to do the following things:




Explain what happens when the infrared photons hit a building?
When you add a cloud to the simulation, what do the infrared photons do?
As the space heats up, what happens with the sunlight photons and infrared photons?
What are the differences in the greenhouse effect from today, 1750, and the ice age?
Provide a diagram for each of these times.
a. must identify and meet three (3) science education standards



E.8.1 Using the science themes, explain and predict changes in major features of land,
water, and atmospheric systems
C.8.8 Use computer software and other technologies to organize, process, and present
their data
C.8.1 Identify* questions they can investigate* using resources and equipment they have
available