#4: Exploration of Science Education Standards
A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred.
This standard is met in almost every experiments that we do. When doing an experiment you start with a hypothesis and you end with the results of what happened over time. When you write a hypothesis you can remember how everything looked before you started and at the end you write down what you actually seen has happened.
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.
This standard is not only used in science but in all subjects. I have used this standard in summer chemistry class a lot to look up facts and answers while doing my blog.
C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied.
This standard is a great habit to have. You should always know the name of what you are studying so you can look it up and find other facts about it.
D.4.3. Understand that substances can exist in different states-solid, liquid, gas.
Completed this standard while doing activity 1. We saw water in solid, liquid, and gas forms. By timing it we understood how long it takes to boil and freeze and what works better cold, hot, room temperature or salt water.
E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes.
We do this everyday when we check the weather on tv, our phones, or the internet. We study the difference of snow fall each winter compared to the last and the global warming that is taking place.
F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive.
This standard is met in a lot of different science classes and everyday life. As humans, we know what water, nutrients, protection, and energy we need everyday to survive.
G.4.1 Identify* the technology used by someone employed in a job or position in Wisconsin and explain* how the technology helps.
Used this standard a lot in my technology class; as a class we studied how technology in the classroom has changed the way we learned. With technology it keeps information always updated and cuts down on spending money for text books.
H.4.3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care.
This standard is met everyday when we get ready for the day. For example, showering and brushing our teeth. We also do other things like work out, eat healthy, and go to the doctor when needed.
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1. What do you see are big changes compared to the previous standards?
The big changes I see is that the standards now include technology. In prevous standards technology was not included as much it was more books and simple experiments. Now standards can be met by using the internet, phones, cameras, and other things.
2. How are these standards connected to the other displines such as math and literacy?
These standards are connected to other displines such as math and literacy by the way we count and connect things to one another.
3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?
The challenges I see for teachers when considering some of the changes is that their will always be new developments. Teachers are going to have to keep things updated and the kids interested in what they are doing.
Activity #3: Common Molecules, Structures, and Names
H2O
CH4
C2H5OH
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bleach, Sodium Hypochlorite, NaOCl
Water, Oxidane- H2O
Sunscreen- Qxybenzone- C14H12O3
Chalk- Calcium Carbonate- CaCO3
Hair Spray- Methoxymethane- C2HcO
Shaving Cream- Clycerol- C3H8O3
Insecticide- Boric Acid- H3BO3
Propane Gas- Propane- C3H8
Drano- Sodium Hydroxide- NaOH
Nail Polish Remover- Proapn-2-One- CH3COCH3
Lotion- Octadecanoic Acid- C18H36O2
Lighter Fluid- Butane- C4H10
Rubbing Alcohol- Isopropal Alchol- C3H8O
Shampoo- Ammonium Chloride- NH4Cl
Wine- Ethanol Alcohol- C2H6O
Bug Spray- Octadeanoic Acid- C18H36O2
Salt- Sodium Chloride- NaCl
Anti Freeze- Ethylene Glycol- C2H4(OH) 2
Deodorant- Aluminum Chlorohydrate- Al2Cl(OH)5
Vinegar- Acetic Acid- HC2H3O2
3. Look over your molecules and the bonding characteristics, how many bonds does each of the following elements typically have? Carbon? Hydrogen? Oxygen?
Carbon- 4, Hydrogen- 1, Oxygen- 2
4. What does IUPAC stand for? 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:
http://www.naturalhealthcareproducts.com/Cleaning-Products.php
Do a little web searching and propose what chemicals are actually in this product. Keep in mind, that everything at the molecular level is a chemical, whether it be made in nature or in a lab.
There is no such thing as chemical free products; everything is made up of chemicals. The products that say chemical free might just be products made from natural chemicals not chemicals that are made.
Activity #2: Atom and Atomic Structure
Atomic Number: 5
Atomic Mass: 10.811
The protons and electrons are equal to each other
Boron is already an isotope because it has one more neutron than proton.
ground state
the state of least energy of a particle, as an atom, or of a system of particles.
excited state
any of the energy levels of a physical system, especially an atom,molecule, etc., that has higher energy than the lowest .
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Atomic Number: 6
Atomic Mass: 12.0107
Equal number of protons, neutrons, and electrons.
To make this element not an isotope it would need to lose or gain one neutron.
Atomic Number: 8
Atomic Mass: 15.9994
Equal number of protons, neutrons, and electrons.
To make this element not an isotope it would need to lose or gain one neutron
5. What takes up most of the volume of an atom?
Most of the volume of an atom is made up of absolutely nothing; it is just empty space.
8. Why are some elements different colors when they get excited?
Electrons are now at a higher and more energetically unstable level, they tend to fall back down to where they were before but not necessarily go at once.
For example, when you put a copper pipe in a fire it turns the flames different colors.
9. With the Fourth of July coming up, explain how the colors of fireworks arise.
The colors of fireworks has to do with the different types of elements. Brilliant reds are produced by strontium compounds, greens are produced by barium compounds, yellow is produced by sodium compounds, and blue is produced by copper salts.
10. Explain the overall organization of the periodic table.
The metals are in alkali metals 1A; they react with water to evolve hydrogen gas.
The alkali earth metals are soft and moderately react with water
Halogens form crystalline solids.
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- Beryllium, Magnesium
Halogens- Fluorine, Chlorine
Noble Gases- Helium, Neon
Transition Metals-Zinc, Cadmium
Non- Metals- Hydrogen, Carbon
Metalloids- Boron, Silicon
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