Atoms, Molecules, and Phases Changes Virtual Manipulatives and Online Software Project
by
Heather Sanderson
BS, University of Connecticut, 1999
A Virtual manipulative/Online Software Project Submitted in Partial Fulfillment of
The Requirements for
Teaching Math and Science with Technology (656)
Instructor: Dr. Hari P. Koirala
Department of Education
Eastern Connecticut State University
July 29, 2018
Introduction: Standards, Goals, and Objectives
As a seventh grade chemistry and earth science teacher, I often use online virtual simulations to teach science content. All of my students have iPads, so our administration has been encouraging teachers to use technology as much as we can in the classroom. Most of the simulations I use can be manipulated online by the students to help them explore different scenarios to gain a deeper understanding of the content. My favorite site for simulations is PhET. PhET contains a variety of math and science simulations that cover many different content areas. PhET simulations are true virtual manipulatives, defined as “an interactive, Web-based visual dynamic,” which allows students “to manipulate the visual representation” and gives them “the opportunity to make meaning and see relationships as a result” (Moyer, Bolyard, & Spikell, 2002, p.373). I have used the PhET States of Matter Lab simulation in the past with my class, showing them how the spacing and movement of atoms and molecules are affected when they are heated and cooled. Atoms and molecules are obviously too small to be seen with the naked eye, so a simulation is an effective way to teach students, especially visual learners. I also plan on implementing PhET’s build-an-atom simulation next year. Additionally, if students finish a lab or project early, I have them explore the PhET site to further their understanding of math and science concepts on their own so no class time is wasted. Other online manipulatives I have used include NOVA’s Elements (under construction right now) that has students build atoms of different elements and then provides information about those elements and the app Go React that asks students to build compounds and informs them what each element’s properties were before they formed the compound and after. Both Nova’s Elements and Go React are helpful because they allow students to explore the periodic table in-depth, to recognize periodic table trends, and to learn more about the properties and uses of the different elements. For my earthquake unit, I have also used Science Courseware’s “finding the epicenter” simulation, where students pick a location for a simulated earthquake, and they read seismograms and correlating graphs to triangulate where the epicenter is located. This simulation is helpful because it allows students to use their knowledge of seismographs to solve a real world problem. In general, I use virtual manipulatives and online software to demonstrate content that is difficult to study in a lab. For example, atoms and molecules are too small to explore in traditional hands-on lab scenarios. Many of the earth science concepts I teach can be better replicated on a computer rather than in a lab. I went to high school and college over 20 years ago, so I had almost no experience with virtual manipulatives or online software. The internet was not even part of my college experience—we used word processors. If I had virtual manipulatives available, I think I would have had an easier time understanding many of the science and math concepts I was taught.
I especially like to use virtual manipulatives and online software when I am introducing a new topic to my students. I find that once my students work with the content in a visual manner, I can refer back to the simulation, and they have an easier time following what I am talking about or connecting back to prior knowledge. For instance, after my students complete the PhET simulation on the States of Matter, I often refer back to the visuals when they ask me questions about molecular movement or density. The best thing about online manipulatives is that students can try different scenarios or features with the simulations and get a variety of outcomes to help them understand the content. In the article Using technology to balance algebraic explorations, Suh and Moyer claim a benefit when using computers is that “problems can be revised and reattempted without much difficulty” and “feedback is usually supplied immediately” (Kurz, 2013, p. 561). Students can learn what happens as different variables are manipulated in real time. The use of manipulatives and online software is emphasized in both the math and science state standards. In the National Council of Teachers of Mathematics (NCTM), one of the “principles of action” states that “students should experience ‘mathematical action technologies’ and physical or virtual manipulatives to explore important mathematics” (National Council of Teachers of Mathematics, 2014). Also, the NCTM has as one of its guiding principles that “available tools and technology help teachers and students visualize and concretize mathematics abstractions and when these resources are used appropriately they support effective teaching and meaningful learning” (NCTM, 2014). In the Common Core Standards for Mathematics, both standards Practice 4 “model with mathematics” and standards Practice 5 “use appropriate tools strategically” support the use of virtual manipulative and online software (CCSS, 2010, p.7). Both virtual manipulatives and online software are models as well as tools for the math classroom. Many online math sites allow the student to create a model to explain a mathematical concept. For instance, the variety of online balance manipulatives discussed in the article Using technology to balance algebraic explorations can “help students develop algebraic understanding and a deeper meaning of equal” (Kurz, 2013, p.555). This article shows examples of how online balances could be used with children as young as preschool, one called Balancing Act is for very young children who “are beginning to develop an understanding of numbers and the equal sign” (Kurz, 2013, p.556). In math Common Core Standard 5 “using appropriate tools strategically,” use of a “computer algebra system, a statistical package, or dynamic geometry software” are all mentioned as examples of tools to use to teach mathematics (Common Core State Standards Initiative, 2010). The use of online software, specifically simulations, is mentioned throughout the National Framework for K-12 Science Education. Specifically in the high school engineering section Practice 2 “Developing and Using Models,” it states “Models, particularly modern computer simulations that encode relevant physical laws and properties of materials, can be especially helpful both in realizing and testing designs for structures, such as buildings, bridges or aircraft” and goes on to say “other types of engineering problems also benefit from use of specialized computer-based simulations in their design and testing phases” (National Research Council, 2012, p. 57). The Science Framework also states in its goals that “by grade 12 students should be able to use (provided) computer simulations or simulations developed with simple simulation tools as a tool for understanding and investigating aspects of a system, particularly those not readily visible to the naked eye” (National Research Council, 2012, p. 58).
The only pitfall a teacher may encounter when using technology as discussed in Using technology to teach equivalence is to assume “that the technology will teach itself” (Kaplan & Alon, 2013. p.387). The article goes on to say the teacher becomes skilled in using technology “by first learning about the site and the concept of equivalence, followed by the applications with children and the reflection assignment” (Kaplan & Alon, 2013, p. 387). And finally that “through systematic professional development we can prepare teachers to incorporate the sites effectively and enable them to appreciate the use and potential in specific technology sites” (Kaplan & Alon, 2013, p. 387). As a teacher we need to still come up with meaningful questions and activities to accompany any technology we implement in our classroom in order to for students to gain the maximum learning outcome.
The assignments that are part of my project involve atoms and molecules, which are too small to see with a naked eye, so simulations are the best way to teach content involving such small particles.
Project Overview
The purpose of my project is to use PhET online simulations as well as Harcourt Publisher’s online simulations to teach my students about the structure of atoms and molecules, as well as their spacing and movement, as they undergo phase changes. More specifically, the project will allow students to manipulate the protons, neutrons, and electrons of an atom to discover what atom they build, and they can watch what happens to atoms and molecules spacing and movement as they heat and cool them. They will also observe the difference between atoms and molecules. The students will be able to interpret the melting points and boiling points of multiple substances on a phase change diagram. This project is for all students in my 7th grade science class. This project is significant because it allows the students to see and manipulate atoms and molecules, which are too small to see with the naked eye. This project will solidify the students’ understanding of the difference between atoms and molecules, the makeup of atoms, and how heat affects the spacing and movement of atoms and molecules. The article Tech-Knowledgy & diverse learners asserts technology that allows students to visualize, simulate or manipulate addresses the needs of diverse students by “providing visuals and interactive modeling of problems” and by allowing “for experimentations and conjectures” (Suh, 2010, p. 443). My project provides all three—visualization, simulation, and manipulation. This article also notes that another positive of technology is the immediate feedback it gives students, which addresses diverse needs by eliminating “error patterns and misconceptions and provides formative feedback for students to self-assess their learning” (Suh, 2010, p.443). In the article Virtual manipulatives to assess understanding, the authors discuss the importance of considering “guidelines for meaningful technology integration, including consideration of the extent to which the online tool addresses the target math content” (Johnson, Campet, Gaber, & Zuidema, 2012, p. 202). I take the standards into consideration whenever creating any assignment for my class, and for this project the science standards covered are “MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures” and “MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed” (NGSS, 2013).
Project Activities
My first project activity is the PhET States of Matter Computer Lab simulation. It was adapted from an activity under teacher resources on the PhET by Jefferson County Middle School Workshop. When my students begin this activity they have not yet learned the difference between an atom and a molecule or what happens to them as they are heated or cooled.
Step 1: The students draw predictions of what atoms would look like in their solid, liquid, and gas state. They will also be asked to predict how applying heat will affect the movement of the atoms and molecules.
Step 2: Students will log onto https://phet.colorado.edu/en/simulation/states-of-matter-basics. The students will look at the visual representation of Neon (Ne), Argon (Ar), Oxygen (O2), and Water (H2O). I ask them what differences they notice. They should see that Neon and Argon are only one singular atom, while oxygen (O2) is two connected atoms, and water is three connected atoms. This is where I explain neon and argon are atoms while oxygen (O2) and water are molecules which are two or more atoms chemically combined.
Step 3: The students begin the simulations on their own and record the temperature of neon, argon, oxygen, and water in their solid, liquid, and gas state. They will also draw each of the atoms and molecules in the three states and write observations how the molecules are spaced and their movement.
Step 4: Students will begin with each atom or molecule in their solid state and heat them until they find their melting point and boiling point. They will know what to look for by their observations and drawings from step 3.
Step 5: The students interpret a phase change diagram which is the first time they have seen one. They need to recognize that there is no temperature change during a phase change and observe that the plateau signifies the melting and boiling point.
Modifications I would make for a lower level student would be to have them complete only one atom Neon and one molecule water for each of the parts instead of all four examples. I would also personally assist them when trying to figure out the melting and boiling point while heating since that is the trickiest part of the assignment. For a more advanced student I would have them explore how pressure affects the atoms and molecules which is also something that can be done on the simulator but is not covered in our curriculum. This assignment will be a graded lab where each student will be assessed for sufficient detail on pictures and observations, as well as if their questions are answered correctly and the rubric is attached.
My second activity builds upon the interpretation of the phase change diagram. In this activity students will work in groups on the computers I have at each lab station. This simulation does not work on iPads, thus I have made this adjustment.
Step 1: The students will log onto www.harcourtschool.com/activity/hotplate/index.html. There will be three substances available to be placed on a hotplate.
Step 2: The first substance will be placed on the hotplate. Once the substance is placed on the hotplate the temperature will be measured as it is heating up and a graph will appear that shows the temperature over time of the substance.
Step 3: From the graph generated, the students will need to record the melting point and the boiling point of the substance. If the students get the answer wrong the website will tell them they are not correct and have them try again until they get the answer right.
Step 4: The students will repeat steps 2 and 3 for the other 2 substances.
Step 5: Once all three substances are heated and their melting points and boiling points are recorded the students will answer a few conclusion questions.
This activity will not have to be modified for lower level students since they will be working in mixed ability groups which means they will have assistance from more advanced students. Also this activity corrects the student if the wrong answer is given and allows the student to keep answering until they are correct. For a more advanced student I could provide them with the data to create their own phase change diagram and then identify the substance from its melting and boiling points. This activity will be graded by group for completion since the simulation provides most of the answers. They will also be assessed on whether they correctly identified substance #1 and if they could explain how to identify the melting and boiling point by reading the phase change diagram.
My third activity is adapted from an activity by Jamie Schoenberger that I found on the PhET Website under teacher resources. In this activity students manipulate protons neutrons and electrons while building atoms.
Step 1: Students log onto https://phet.colorado.edu/en/simulation/build-an-atom.
Step 2: The students build 3 different atoms and record the # of protons, neutrons, and electrons. They also have to write down the atomic #, atomic mass, and the elements symbol from the periodic table.
Step 3: The students add a neutron to a hydrogen atom and record what changes occur in overall charge, mass, atomic #, and type of atom.
Step 4: The students add an electron to hydrogen instead of a neutron and record what changes occur in overall charge, mass, atomic #, and type of atom.
Step 5: The students add a proton to hydrogen instead of a neutron or electron and record what changes occur in overall charge, mass, atomic #, and type of atom.
Step 6: The students answer some conclusion questions and create some more atoms and draw and record how the atom would appear on the periodic table.
Step 7: The students play the four games on the simulation to practice what they have learned. Modifications for a lower level student would be to make 2 instead of three original atoms so they can take their time absorbing the information and simplify the conclusion questions to their ability level. For a more advanced student I could add a few questions about isotopes. This activity will be graded similar to my first activity and will use the same rubric which is attached. It will be an individual lab grade where the student is assessed on the level of detail and the correct answers on conclusion questions.
Final Thoughts
I have used the PhET States of Matter Simulation in the past but have tweaked the assignment slightly. The students really enjoy this simulation and learn a tremendous amount from exploring this simulation. I often refer back to the simulation when I am discussing phase changes because the visual aspect of the simulation really sticks with the students. There were no issues with this assignment in the past and students on every level benefited. The Harcourt phase change diagram assignment is one I have not used with my class before but is a nice way to build upon my first activity and explore phase change diagrams further. It is very user friendly and I do not foresee any problems with it. My third activity PhET’s building an atom is not one I have done in the past. I think the students will enjoy it and will get a better understanding of the subatomic particles. My only concern is that we will be exploring atoms that are not neutral. Our introductory 7th grade science curriculum only deals with neutral atoms and this assignment has students exploring ions, as well as neutral atoms. Overall I feel my three online virtual manipulations/simulations allows for a deeper understanding of the states of matter and phase change content I am responsible for teaching.
Worksheet- Activity #1
Name ____________________________ Date _____________________ Class ___________
States of Matter Computer Lab
Procedure:
· Open your internet browser and enter the address: Http://phet.colorado.edu
· Click on “Play with Sims” and select “ Chemistry” from the menu on the left
· Open the “States of Matter” simulation and select “Run Now”
Investigation:
1. Predict what the atoms of a solid, liquid, and gas look like. Illustrate your prediction with a drawing
Solid
Liquid
Gas
1a. Predict how a change in temperature will affect the movement of the particles of matter.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Define the following:
Atom- ____________________________________________________________________________________________________________________________________________________________
Molecule-
____________________________________________________________________________________________________________________________________________________________
1. Complete the table below by exploring the “Solid, Liquid, Gas” tab in the simulation. Test your predictions and record the temperature, illustrations, and observations of each substance in the three states of matter.
Kelvin to Celsius conversion 0 K = -273°C
Just take the temperature in Kelvin and subtract 273 from it to find degrees Celsius.
Substances
Observations
Solid
Liquid
Gas
Neon
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Argon
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Oxygen(O2)
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Water
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
Temperature: ________K
________°C
Illustration:
Observations:
3. What was different when you observed water in its solid state? ____________________________________________________________________________________________________________________________________________________________
4. Conclusion-use what you learned in the simulation to answer the following questions.
· How do the molecules in a solid, liquid and gas compare to each other?
· How does adding heat affect the movement of the molecules?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
Using the Sim, fill in the blanks of the following table. Click on solid and begin heating. At what temperatures do the particles reach their melting point and boiling point? Please complete in this order.
Water
Neon
Argon
Oxygen
Melting Point (°C)
Boiling Point(°C)
5. How do you know that the particles have changed state from solid to liquid (melting point)?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. How do you know that the particles have changed state from a liquid to a gas (Boiling point)?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Go back to my website and click on the interactive periodic table link.
Fill in the table below with correct melting and boiling points in degrees Celsius for neon, argon, oxygen.
Neon:
Ne
Argon:
Ar
Oxygen:
O
Melting Point (°C)
Boiling Point (°C)
7. How did the first table where you observed the simulations to record melting and boiling points compare to the actual melting and boiling points for the elements? Why might there be differences?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. Interpret the graph of Kinetic Energy vs. Temperature.
Using the graph describe the relationship between Heat Energy and Temperature.
Interpret the phase change graph above:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Write a conclusion, using the simulation and graph.
Use what you have learned in this activity to support the following two statements.
· What happens to temperature when heat is applied to a solid, liquid, and gas?
· What happens to temperature during a phase change?
Conclusion:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Worksheet-Activity #2
Name _______________________________ Date ___________________________ Class__________
Interpreting a Phase Change Diagram Online Simulation
You will be working together in groups at the lab station computers.
Type in www.harcourtschool.com/activity/hotplate/index.html
In this simulation you will pick a substance to put on the hotplate. As the hotplate is heating your substance, the graph for temperature over time will appear. Once the substance is fully heated and graph is complete, record the temperature at which the substance melts and boils in the correct square. Press CHECK when done. If your answer is correct record it on your worksheet, if your answer is incorrect keep trying until you get the right answer. Repeat the same procedure for the second and third substance. Then complete conclusion questions.
Substance #1
Melting Temperature Boiling Temperature
Substance #2
Melting Temperature Boiling Temperature
Substance #3
Melting Temperature Boiling Temperature
Conclusion Questions
1. What do you think substance #1 is based on melting and boiling point?
___________________________________________
2. Explain how you knew what the melting and boiling point was by looking at the graph.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. For which substance/substances did you initially have the wrong melting and or boiling point and why was it wrong?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Worksheet-Activity #3
Name __________________________________ Date __________________________ Class ________
PhET Build an Atom!
(Adapted from Jamie Schoenberger on PHET website)
Go to the following: http://phet.colorado.edu/en/simulation/build-an-atom and click Play, then select Atom.
1) Use the tools to build any three, different types of atoms and fill in the information about them below:
2) Which subatomic particle is the boss of the atom? What evidence does the simulator give you for this?
__________________________________________________________________________________________________________________________________________________________________
3) Create a Hydrogen (H) atom (1 proton, 1 neutron, 1 electron). Follow the directions, observe what happens and complete the table below. (You need to RESET back to your original Hydrogen (H) atom (1 proton, 1 neutron, 1 electron) after you make each change!)
Add a Neutron
(to original atom)
Add an Electron
(to original atom)
Add a Proton
(to original atom)
Observe and record ALL changes to the original Hydrogen (H) atom when each subatomic particle is added!
How does it change the:
Overall charge: _________
Mass: _________________
Atomic Number: ________
Type of Atom: __________
How does it change the:
Overall charge: _________
Mass: _________________
Atomic Number: ________
Type of Atom: __________
How does it change the:
Overall charge: _________
Mass: _________________
Atomic Number: ________
Type of Atom: __________
4) Based on what you’ve observed, which two particles appear to determine the mass of the overall atom? Which particle doesn’t seem to have a measurable impact on the mass? Explain why you think this is!
__________________________________________________________________________________________________________________________________________________________________
5) Based on what you’ve observed, summarize the relationship between how protons, neutrons and electrons affect the overall charge of an atom.
__________________________________________________________________________________________________________________________________________________________________
6) If you’ve been paying attention, you should have noticed that the term Ion appears from time to time. Experiment with the simulator and list the two ways you can create a positive ion and a negative ion:
a) Two ways to create a positive ion: _______________________________________________________________
b) Two ways to create a negative ion: ______________________________________________________________
c) What do you think the term ion means? __________________________________________________________
7) Click Symbol at the very bottom of the simulator window. Pick three, new atoms to create. Display a sketch of the atom as well as how it would appear on the Periodic Table:
8) Click Game at the bottom of the simulator window. Play the four games- can you get all five stars each time?! J
Rubric for both the States of Matter Phet Simulation and the Build an Atom Simulation
Phet Online Simulation Rubric
Needs Improvement (2)
Developing (4)
Proficient(6)
Score
Illustrations
Illustrations are not done or are incomplete
Illustrations are done but do not contain enough detail
Illustrations are complete with sufficient detail
Observations
Observations are not done or are incomplete
Observations are done but do not contain enough detail
Observations are complete with sufficient detail
Questions
Questions are not done or are incomplete
Questions are done but do not contain enough detail
Questions are complete with sufficient detail
Total /18
References
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Kaplan, R.G., & Alon, S. (2013). Using technology to teach equivalence. Teaching Children Mathematics. 19(9), 382-389
Kurz, T.L. (2013). Using technology to balance algebraic explorations. Teaching Children Mathematics, 19(9), 554-562.
Moyer, P.S., Bolyard, J.J., & Spikell, M.A. (2002). What are virtual manipulatives? Teaching Children Mathematics, 8(6), 372-377.
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https://www.nctm.org/uploadedFiles/Standards_and_Positions/PtAExecutiveSummary.pdf
National Research Council. (2012). A framework for K-12 science education: Practices,
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https://phet.colorado.edu/en/simulation/build-an-atom
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https://phet.colorado.edu/en/simulation/states-of-matter-basics
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