Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Introduction

The Virginia Science Activities, Models, and Simulations (SAMS) project is designed to provide middle and high school science teachers with science activities, models, and simulations correlated the 2010 Science Standards of Learning. This resource is designed to support the science knowledge and skills all students need for the future. The activities, models, and simulations were developed by teachers participating in the Innovative Technology in Science Inquiry Scale Up (ITSI-SU) project funded by the National Science Foundation.

The Virginia Science Activities, Models, and Simulations (SAMS) project engages students in practices that are essential for learning science through inquiry. The SAMS project was designed to offer flexibility in how a teacher chooses to use it with her/his students. It is divided into two sections.

The first section offers correlations to activities that involve asking questions or defining problems, using models or sensors, collecting data, interpreting results, using mathematics, technology and computational thinking, constructing explanations, and designing solutions based on evidence. The activities also include a section on career connections.

The second section includes models and simulations that are identified as those that could be used in stand-alone situations. These may be used by teachers (indicated by a T) for demonstration purpose or by students (indicated by an S) as they work independently or in small groups. Table of Contents Standard Page

Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.1 The student will demonstrate an In order to meet this standard, it is expected that understanding of scientific reasoning, logic students will and the nature of science by planning and  make connections between the conducting investigations in which components of the nature of science and a) chemicals and equipment are used their investigations and the greater body safely; of scientific knowledge and research. b) length, mass, volume, density,  select appropriate equipment temperature, weight, and force are (probeware, triple beam balances, accurately measured; thermometers, metric rulers, graduated c) conversions are made among metric cylinders, electronic balances, or spring units, applying appropriate prefixes; scales) and utilize correct techniques to d) triple beam and electronic balances, measure length, mass, density, weight, thermometers, metric rulers, volume, temperature, and force. graduated cylinders, probeware, and  design a data table that includes space spring scales are used to gather data; to organize all components of an e) numbers are expressed in scientific investigation in a meaningful way,

Virginia Department of Education 1 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations notation where appropriate; including levels of the independent f) independent and dependent variables, variable, measured responses of the constants, controls, and repeated trials dependent variable, number of trials, and are identified; mathematical means. g) data tables showing the independent  record measurements, using the and dependent variables, derived following metric (SI) units: liter, milliliter quantities, and the number of trials are (cubic centimeters), meter, centimeter, constructed and interpreted; millimeter, grams, degrees Celsius, and h) data tables for descriptive statistics newtons. showing specific measures of central  recognize metric prefix units and make tendency, the range of the data set, common metric conversions between the and the number of repeated trials are same base metric unit (for example, constructed and interpreted; nanogram to milligram or kilometer to i) frequency distributions, scatterplots, meter). line plots, and histograms are  use a variety of graphical methods to constructed and interpreted; display data; create an appropriate graph j) valid conclusions are made after for a given set of data; and select the analyzing data; proper type of graph for a given set of k) research methods are used to data, identify and label the axes, and plot investigate practical problems and the data points. questions;  gather, evaluate, and summarize l) experimental results are presented in information, using multiple and variable appropriate written form; resources, and detect bias from a given m) models and simulations are source. constructed and used to illustrate and  identify the key components of explain phenomena; and controlled experiments: hypotheses, n) current applications of physical science independent and dependent variables, concepts are used. constants, controls, and repeated trials.  formulate conclusions that are supported by the gathered data.  apply the methodology of scientific inquiry: begin with a question, design an investigation, gather evidence, formulate an answer to the original question, communicate the investigative process and results, and realize this methodology does not always follow a prescribed sequence.  communicate in written form the following information about investigations: the purpose/problem of the investigation, procedures, materials, data and/or observations, graphs, and an interpretation of the results.  describe how creativity comes into play during various stages of scientific investigations.  use current technologies to model and simulate experimental conditions.  recognize examples of the use of nanotechnology and its applications.

Virginia Department of Education 2 Science Activities, Models, and Simulations – Physical Science Updated – February 2016

Virginia Department of Education 3 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.2 The student will investigate and In order to meet this standard, it is expected that Activities: understand the nature of matter. Key students will PS.2a PS.7b concepts include  describe the particle theory of matter. Diffusion [100]  describe how to determine whether a Investigate how the random motion and collisions a) the particle theory of matter; substance is an element, compound, or mixture. of particles result in diffusion. Also shows how b) elements, compounds, mixtures, temperature change affects particle motion.  define compounds as inorganic or organic. (Model: Molecular workbench – Diffusion) acids, bases, and salts; (All organic compounds contain carbon.) c) solids, liquids, and gases;  describe what a salt is and explain how salts PS.2c, d PS.7a, b PS.1b, d, j d) physical properties; form. Melting Ice [109] e) chemical properties; and  describe the properties of solids, liquids, Investigate the temperature of a melting ice cube. f) characteristics of types of matter gases, and plasma. (Sensor: Temperature; Model: Molecular based on physical and chemical Workbench – Phase Change) properties.  distinguish between physical properties (i.e., shape, density, solubility, odor, melting point, boiling point, and color) and chemical properties (i.e., acidity, PS.2c, d PS.7a,b PS.1b, d, j basicity, combustibility, and reactivity). States of Matter [107] Investigate forces and attractions present in the  find the mass and volume of substances and three primary states of matter. (Model: Molecular calculate and compare their densities. Workbench – Phase Change)  analyze the pH of a solution and classify it as acidic, basic, or neutral.  determine the identity of an unknown Models/Simulations: substance by comparing its properties to those of Phase Change 5: Phase Changes Caused by Energy known substances. Input  design an investigation from a testable Demonstrate changes in phase by removing a question related to physical and chemical properties barrier between molecules that have high kinetic of matter. The investigation may be a complete energy (hot liquid) and low kinetic energy (cold experimental design or may focus on systematic solid). (S) observation, description, measurement, and/or data collection and analysis. (Students should be able to use the inquiry skills represented in PS.1 and LS.1 to compose a clear hypothesis, create an organized data table, identify variables and constants, record data correctly, construct appropriate graphs, analyze data, and draw reasonable conclusions.)

Virginia Department of Education 4 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.3 The student will investigate and understand In order to meet this standard, it is expected that Activities: the modern and historical models of atomic students will structure. Key concepts include  describe the historical development of a) the contributions of Dalton, Thomson, the concept of the atom and the Rutherford, and Bohr in understanding contributions of Dalton, Thomson, Models/Simulations: the atom; and Rutherford, Bohr and other scientists b) the modern model of atomic structure. (Schrödinger).  differentiate among the three basic particles in the atom (proton, neutron, and electron) and their charges, relative masses, and locations.  compare the Bohr atomic model to the electron cloud model with respect to its ability to represent accurately the three- dimensional structure of the atom.

Virginia Department of Education 5 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.4 The student will investigate and understand In order to meet this standard, it is expected that Activities: the organization and use of the periodic students will table of elements to obtain information. Key  use the periodic table to obtain the concepts include following information about the atom of an Models/Simulations: a) symbols, atomic number, atomic mass, element: chemical families (groups), and periods; symbol Atomic Structure 3: The Elements b) classification of elements as metals, atomic number Add electrons, protons and neutrons to an atom of metalloids, and nonmetals; and atomic mass hydrogen to see the changes in element isotopes. c) formation of compounds through ionic state of matter at room temperature (S) and covalent bonding. number of outer energy level (valence) electrons. Atomic Structure 5: Isotopes and Radioactivity  describe the organization of the (SAM) periodic table in terms of Add or subtract subatomic particles to create atomic number atoms of elements and identify whether they are metals, metalloids, and nonmetals radioactive or have an electric charge (isotopes groups/families vs. periods. and ions). (S)  recognize that an atom’s identity is related to the number of protons in its nucleus.  categorize a given element as metal, nonmetal, or metalloid.  given a chemical formula of a compound, identify the elements and the number of atoms of each that comprise the compound.  recognize that the number of electrons in the outermost energy level determines an element’s chemical properties or chemical reactivity.  describe the difference between ionic and covalent bonding.  predict what kind of bond (ionic or covalent) will likely form when metals and nonmetals are chemically combined.

Virginia Department of Education 6 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.5 The student will investigate and understand In order to meet this standard, it is expected that Activities: changes in matter and the relationship of students will PS.5a, b PS.2d, e, f PS.1a, b, d, j these changes to the Law of Conservation of  compare and contrast physical, Baggie Chemistry [54] Matter and Energy. Key concepts include chemical, and nuclear changes. Investigate the dramatic results produced by a) physical changes;  identify the reactants and products in a household chemicals mixed in a baggie. b) chemical changes; and given chemical equation formula. (Sensor: Temperature) c) nuclear reactions.  design an investigation that illustrates physical and chemical changes. PS.5a, b PS.2d, e, f PS.1a, b, d, j  given chemical formulas, write and Making Heat [53] balance simple chemical equations. Monitor the temperature of reactions with  analyze experimental data to determine different concentrations of reactants. whether it supports the Law of (Sensor: Temperature) Conservation of Mass.  recognize that some types of chemical PS.5b PS.1m reactions require continuous input of Stoichiometric Calculations [64] energy (endothermic) and others release Associate a balanced chemical equation with a energy (exothermic). balance in mass. (It is designed for high school  describe, in simple terms, the processes chemistry.) that release nuclear energy (i.e., nuclear (Model: Molecular Workbench—Ammonia) fission and nuclear fusion). Create a simple diagram to summarize and compare and Models/Simulations: contrast these two types of nuclear energy. From Stoichiometry: Constructing Water  evaluate the positive and negative Molecules effects of using nuclear energy. Using molecules of hydrogen and oxygen to construct water molecules—illustrates balanced equations. (S)

From Stoichiometry: Constructing a Larger Number of Water Molecules Using molecules of hydrogen and oxygen to construct water molecules—illustrates balanced equations. (S)

From Stoichiometry: Most Ammonia Molecules This model uses molecules of nitrogen and hydrogen to construct ammonia molecules.

Atomic Structure 5: Isotopes and Radioactivity (SAM) Add or subtract subatomic particles to create atoms of elements and identify whether they are radioactive or have an electric charge. (S)

Virginia Department of Education 7 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.6 The student will investigate and understand In order to meet this standard, it is expected that Activities: forms of energy and how energy is students will PS.6b PS.1d, i, j, n transferred and transformed. Key concepts  differentiate between potential and include kinetic energy. PS.6a, b a) potential and kinetic energy; and  use diagrams or concrete examples to Capacitors: How They Store Energy [98] b) mechanical, chemical, electrical, compare relative amounts of potential and You will charge a capacitor and light a bulb or run a thermal, radiant and nuclear energy. kinetic energy. motor with it, while measuring the voltage.  identify and give examples of common Compare energy storage in a capacitor to energy forms of energy. storage in a battery.  design an investigation or create a (Sensor: Voltage) diagram to illustrate energy transformations. PS.6a, b PS.7d Heat and Light from Electricity [96] Monitor temperature changes as energy is moved from batteries to holiday bulbs & resistors. (Sensor: Temperature)

PS.6b PS.1j, m, n Model 155: Climate Change Starter Explore what happens to the Sun's energy when it strikes Earth.

Models/Simulations: Atoms and Energy 1: The Energy of Motion Explore the changes in kinetic energy by changing the speed of an object as seen when it collides with a second, more massive object. (S)

Atoms and Energy 2: The Energy of a Pendulum Change the starting position of a pendulum and observe the changes in kinetic and potential energy. (S) PhET Energy Skate Park Manipulate a skater on a half-pipe to investigate the relationships between PE, KE, friction and heat. (S)

Climate Change Starter Explore the effects of clouds and greenhouse gases on sunlight, infrared energy and heat energy in the earth. (T)

Virginia Department of Education 8 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.7 The student will investigate and understand In order to meet this standard, it is expected that Activities: temperature scales, heat, and thermal students will PS.7b PS.2a energy transfer. Key concepts include  distinguish between heat and Diffusion [100] a) Celsius and Kelvin temperature scales temperature. In this activity, the student will investigate how the and absolute zero;  compare and contrast Celsius and Kelvin random motion and collisions of particles result in b) phase change, freezing point, melting temperature scales and describe absolute diffusion. Also shows how temperature change point, boiling point, vaporization, and zero. affects particle motion. condensation;  illustrate and explain the effect of the (Model) c) conduction, convection, and radiation; addition or subtraction of thermal energy and on the motion of molecules. PS.7a, b PS.2c, d PS.1b, d, j d) applications of thermal energy transfer.  analyze a time/temperature graph of a States of Matter [107] phase change experiment to determine the In this activity you will investigate forces and temperature at which the phase change attractions present in the three primary states of occurs (freezing point, melting point, or matter. boiling point). (Model: Molecular Workbench – Phase Change)  compare and contrast methods of thermal energy transfer (conduction, PS.6a, b PS.7d convection, and radiation) and provide and Heat and Light from Electricity [96] explain common examples. temperature changes as energy is moved from  explain, in simple terms, how the batteries to holiday bulbs & resistors. principle of thermal energy transfer applies (Sensor: Temperature) to heat engines, thermostats, refrigerators, heat pumps, and geothermal systems. PS.7a, d  design an investigation from a testable Pressure and Temperature [97] question related to thermal energy Use molecule models to explore the relationship transfer. The investigation may be a between temperature and pressure when a gas is complete experimental design or may focus held at a constant volume. on systematic observation, description, (Sensor: Temperature; Model: Pressure- measurement, and/or data collection and Temperature Relationship) analysis.

Models/Simulations: Model 30: The Pressure-Temperature Relationship (Gay-Lussac) (bar graph) Change the temperature of a gas and observe changes in pressure (T) Model 140: Phase Change 5: Phase Changes Caused by Energy Input (SAM) This model demonstrates changes in phase by removing a barrier between molecules that have high kinetic energy (hot liquid) and low kinetic energy (cold solid).(S)

Model 471: Heat Transfer: Comparing Heat Capacities (Enhanced Engineering) Observe heat flow between two materials with different heat capacities.(T)

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Virginia Department of Education 10 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.8 The student will investigate and understand In order to meet this standard, it is expected that Activities: the characteristics of sound waves. Key students will PS.8a, c, d PS.6b PS.1d, m concepts include  determine the relationship between Complex Sounds and Instruments [106] a) wavelength, frequency, speed, frequency and wavelength. Explore the complex characteristics of common amplitude, rarefaction, and  analyze factors that determine the sounds and conclude with building and testing an compression; speed of sound through various materials instrument. b) resonance; and interpret graphs and charts that display (Model: Sound Grapher; Sensor: Microphone) c) the nature of compression waves; this information. and  identify examples illustrating resonance PS.8a, PS.8c, PS.8d, PS.6b, PS.1d, PS.1m d) technological applications of sound. (e.g., musical instruments, Tacoma Narrows How Loud, How High? [105] Bridge, crystal stemware). Explore the frequency, wavelength, amplitude, and  model a compression (longitudinal) velocity of sound waves. wave and diagram, label, and describe the (Model: Sound Grapher; Sensor: Microphone) basic components: wavelength, compression, rarefaction, and frequency. PS.8a, c, d PS.6b PS.1d, m  describe technological applications of The Shape of Sound Waves [73] sound waves and generally how each Use a Sound Grapher to display and analyze sound application functions. waves.  design an investigation from a testable (Model: Sound Grapher; Sensor: Microphone) question related to sound. The investigation may be a complete Models/Simulations: experimental design or may focus on Sound Grapher systematic observation, description, Record sounds and compare graphs of the sound measurement, and/or data collection and frequencies. (T) analysis. Wave Interference Model Investigate wave properties and interference in sound, light and water waves. (S)

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Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.9 The student will investigate and In order to meet this standard, it is expected that Activities: understand the characteristics of students will PS.9a transverse waves. Key concepts include  model a transverse wave and draw and Interference with Light [72] a) wavelength, frequency, speed, label the basic components. Explain Explore a model of light interference patterns. amplitude, crest, and trough; wavelength, amplitude, frequency, crest, (Model: PhET Wave Interference Model) b) the wave behavior of light; and trough. c) images formed by lenses and  describe the wave behavior of visible PS.9b, PS.1j, m mirrors; light (refraction, reflection, diffraction, and Color Absorption and Reflection (70) d) the electromagnetic spectrum; and interference). Investigate how absorbing and reflecting different e) technological applications of light.  design an investigation to illustrate the wavelengths of light affect the color of a material. behavior of visible light – reflection and (Model: Light Reflection and Light Absorption) refraction. Describe how reflection and refraction occur. PS.9a, b, d  identify the images formed by lenses Measuring Light [6] and mirrors. Explore the brightness of light in different parts of  compare the various types of the classroom and from different sources, such as electromagnetic waves in terms of light bulbs, flashlights, and the Sun. wavelength, frequency, and energy. (Sensor: Light)  describe an everyday application of each of the major forms of PS.9b, PS.1j, m electromagnetic energy. Colors of Light (7) Explore the colors that are in light and experiment with mixing colors together. (Model: RGB Colors)

PS.9b, d PS.1d, j Reflection and Transmission of Light (8) Explore the reflection, scattering, and transmission of white light. (Sensor: Light)

Models/Simulations: Light Reflection Explore how surface color perception depends on light absorption and reflection. (S)

Light Absorption Explore light absorption by filters. (S)

PhET Wave Interference Model Investigate wave properties and interference in sound, light and water waves. (S)

HSB and RGB Display Use sliders to create HSB and RGB colors. (S)

Virginia Department of Education 12 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations PS.10 The student will investigate and In order to meet this standard, it is expected that Activities: understand the scientific principles of students will PS.10a, d PS.1g, l, m work, force, and motion. Key concepts  make measurements to calculate the Seeing Motion [104] include speed of a moving object. Investigate simple, straight-line motion. Use a) speed, velocity, and  apply the concepts of speed, velocity, position-time graphs to describe motion. acceleration; and acceleration when describing motion. (Sensor: Motion)  differentiate between mass and b) Newton’s laws of motion; weight. PS.10c, d PS.1d, j, n  identify situations that illustrate each Inclined Planes [161] c) work, force, mechanical Law of Motion. Use a force sensor to investigate the advantages advantage, efficiency, and power; and  explain how force, mass, and and disadvantages of using an inclined plane to acceleration are related. lift an object. d) technological applications of  apply the concept of mechanical (Sensor: Force) work, force, and motion. advantage to test and explain how a machine makes work easier. PS.10a, PS.1d, j  make measurements to calculate the Accelerating Bodies [164] work done on an object. Use a position sensor to study the acceleration of  make measurements to calculate the a toy car down a ramp. power of an object. (Sensor: Motion)  solve basic problems given the following formulas: PS.10c, PS.1b, d, j Speed = distance/time (s = d/t) Levers [138] Use a force sensor to investigate the mechanical Force = mass × acceleration (F = ma) advantage of a lever. (Sensor: Force) Work = force × distance (W = Fd) PS.10b PS.1d, j Power = work/time (P = W/t). Forces - Equal and Opposite [83] Use two force sensors to see if Newton's Third  explain how the concepts of work, Law is really true! force, and motion apply to everyday uses (Sensor: Force) and current technologies. Models/Simulations: Model 104: Elastic Collision 3: Newton's Cradle With Red Atoms Transmitting Energy Use models of atoms to create a Newton’s Cradle and observe the energy changes—shown by color coding (uses pair of atoms). (S)

Elastic Collision 4: Newton's Cradle With Single Atom Transmitting Energy Use models of atoms to create a Newton’s Cradle and observe the energy changes—shown by color coding (uses single atom). (S)

Newton's Cannon with Plots Launch a cannonball, manipulate launch heading and speed to observe effects on cannonball trajectory and velocity. (S)

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Virginia Department of Education 14 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Activities, Models, and Simulations Processes PS.11 The student will investigate and understand In order to meet this standard, it is Activities: basic principles of electricity and magnetism. expected that students will PS.11a, c PS.6b PS.1d, j Key concepts include  design an investigation to Capacitors: How They Store Energy a) static electricity, current electricity, illustrate the effects of static Charge a capacitor and then light a bulb or run a motor and circuits; electricity. with it, while measuring the voltage. Compare energy  construct and compare series storage in a capacitor to energy storage in a battery. b) relationship between a magnetic and parallel circuits. (Sensor: Voltage) field and an electric current;  create an electromagnet and explain how it works. PS.11a, d PS.6b PS.1d, j c) electromagnets, motors, and  explain the relationship Heat and Light from Electricity [96] generators and their uses.; and between a magnetic field and an Monitor temperature changes as energy is moved from electric current. batteries to holiday bulbs and resistors. d) conductors, semiconductors, and  construct simple circuits to (Sensor: Temperature) insulators. determine the relationship between voltage, resistance, and PS.11a, b, c PS.6b PS.1d, j current. Motors and Generators [145]  compare and contrast Explore motors and generators. generators and motors and how (Sensor: Voltage) they function.  identify situations in everyday PS.11a, d PS.6b PS.1d, j life in which motors and Light Bulbs [136] generators are used. Compare the efficiency of various kinds of light bulbs.  provide examples of materials (Sensors: Temperature and Light) that are good conductors, semiconductors, and insulators. PS.11a, d PS.6b PS.1d, j  identify current applications Solar Cell [137] of semiconductors and their uses Measure the voltage from a solar cell and explore what (e.g., diodes and transistors). factors influence its output (Sensor: Voltage)

PS.11a, d PS.6b PS.1j, m Voltage in a Simple Circuit [77] Investigate voltage in various parts of a simple circuit, using a circuit-building computer model. (Simulation: Phet Circuit Construction Kit DC) PS.11a, d PS.6b PS.1j, m Current in a Simple Circuit [79] Investigate current in various parts of a simple circuit, using a circuit-building computer model. (Simulation: Phet Circuit Construction Kit DC)

PS.11a PS.1j, m Electrostatics [78] Discover the phenomenon called electrostatics, which is the study of the interactions among objects that carry charges. (Models: Electrostatics 6: Polarization (SAM) and Electrostatics: Lab applications (SAM))

PS.11b, c PS.6a, b PS.1j, m, n

Virginia Department of Education 15 Science Activities, Models, and Simulations – Physical Science Updated – February 2016 Standard Essential Knowledge, Skills, and Activities, Models, and Simulations Processes Magnetic Fields [67] Study how the movement of magnetic fields creates electric current. (Model: Model 84: PhET Faraday Model)

Models/Simulations: Phet Circuit Construction Kit DC Build circuits with resistors, light bulbs, batteries, and switches. (S)

Electrostatics: Lab Applications Investigate an electroscope. (S)

Electrostatics 4: The Distance Between Charges Matters Move the (+) charge to hit a target with an electron.

Electrostatics 5 +: A Charge Game Navigate through a maze using like and opposite charges. (S)

PhET Faraday Model (S) Investigate magnetic fields using a bar magnet and compass.

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