1.1. Run the Build an Atom simulation http://phet.colorado.edu/en/simulation/build-an-atom 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.
neutral
boron atom= 6 neutrons, 5 protons, 4 electrons
Density:
Lithium-
0.534 g/cm3
Boron-
2.34 g/cm3
photo of Neutral Lithium Atom =
Photo of Neutral Boron Atom =
1. Define density and the equation for
density and post on your blog.
The definition of
density is: Density is a characteristic of
elements that described how much a certain amount of the element weights. For
example, an element might only weight three lbs. per cubic inch.
The
equation for density is d=m/v. Density = mass/ volume
2. 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.
The
density simulation that I chose was the “Sink or Flout” activity. Here is the
link to the simulation test.
The questions that I was to answer for the sink flout
activity was:
1.
What did you discover about an object put in water versus put in oil?
The things that I discovered once butter the wood
and brick into the water and oil is that wood flouts higher in water then it
does in oil. Brick will sink to the bottom no matter if it is oil or water. When
changing the mass and volume, the same rules apply with wood and brink put into
the water and oil. By if one was to change the density the wood still flouts at
a lower rate, and the brick does not sink, but flouts about the same level as
the wood.
2.
Tell me two (2) other things you discovered
while using this simulation.
Two thinks that I learned
from doing this experiment was that one: When putting wood into water, the
buoyancy = 103.00L When putting wood into oil the buoyancy is 103.45 L. this is
because wood flouts in water and oil because it is buoyant. But something like
a brick, that is not buoyt, it will sink.
The other thing
that I have learned from this experiment is that by putting the wood and brink
into the water 50% is outside of the water, and 50% in under the water. For
oil, the same results are shown.
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.
Wood: density= .4 kg/L, If mass is 2.00kg the volume is 5.00L
Ice: density= 0.92 kg/L mass is 4.60 kg the volume is the same at 5L
Styrofoam: density= .15 kg/L mass is .75 kg and the volume is 5 L
Brick: density= 2.00 kg/L mass= 10kg volume 5.00L
Aluminum: density= 2.70 kg/L mass 13.50 kg volume 5
5. Identify and post on your blog the Science Standards that could be met through these activities completed in Activity 5
The science standards
for grade four that could be met for this activity are:
Standard
A:
-
A 4.1 ” When
conducting science investigations, ask and answer questions that will help
decide the general areas of science being addressed”
This standard works because the children have a
great chance to ask question and try to come up with a hypostasis before the experiment
starts. Children can take educated guesses because of life experiences they
have had.
-
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”
This standard works because of past experiences with
seeing wood or a brink being put into a liquid and seeing what happens to it.
They can use this knowledge to better understand scince and experiments in their
future schooling years.
Standard B:
-
B 4.3 “Show*
how the major developments of scientific knowledge in the earth and space, life
and environmental, and physical sciences have changed over time”
This standard works because the scientific knowledge
of this earth shows the same results that I came up with in the sink or flout
test. This earth that we live in has changed over time by now people knowing
that if something weights more than the other objects that they are working with,
heaver always going on bottom, or you use that object first. By knowing this students
are becoming more independent and being able to figure things out by
themselves.
Standard C:
-
C 4.5 “Use
data they have collected to develop explanations and answer questions generated
by investigations”
Students could do this experiment on their own outside
of class many times and record the data. Once completed many times they can
develop explanations of why the wood did this one time, and this the other. Same
goes for the brick. With having this data they will be able to answer the
questions that are generated by the investigation.
Standard D:
-
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 s”bstances"
This one is hard to say how it would go along with the
sink flout test, but one student might be about to test different types of wood
and bricks to see if that makes a differences in there results. Some wood might
be made out of a different tree that is lighter or heaver. This would either
make it sink lower or flout higher depending on the density of it.
Standard E
-
Does not apply for the sink flout test
Standard F
-
F 4.4 “Using
the science themes*, develop explanations* for the connections among living and
non-living things in various environments”
Since wood is a living thing students might be able
to connect this to the environment and develop an explanation of why wood does
what it does in water and oil.
Standard G
-
Does not apply for the sink flout test
Standard H
-
H 4.2 “Using
the science themes*, identify* local and state issues that are helped by
science and technology and explain* how science and technology can also cause a
problem”
This standard works by causing a problems because of
one is not paying close attention to what is happen in the experiment or doing
the right math to find out how much the water lowers or rises, the results could
change, which would change the outcome.
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