Virtual Natural Science

Objective: This virtual lab is designed for use in science lessons on the following topic: Virtual experiment The virtual simulation allows students to visualize the processes of freezing and melting an object. The simulation shows that the motion of molecules and atoms accelerates as temperature increases, allowing them to change from a solid to a liquid and then to a gas. You can control the change in pressure inside the container by heating or cooling the parts. The figure below shows the functions each button performs. Workflow: Step 1. In the virtual simulation, there are two different sections: states, phase changes. Select the “phase changes” section. In the experiment you will work on this section. Step 2. In the workspace you are provided with: Step 3. For convenience, change the unit of the thermometer from Kelvin to Celsius. Step 4. You have a neon atom in the solid state. The temperature shows -259℃ and the molecules are stationary. Step 5. Heat the container. Observe the phase change of the neon with a panel-diagram, and the pressure with a barometer. Step 6. Allow the container to cool. Observe the phase change and pressure of the neon. Step 7. Add parts to the container using the input tool. You will notice an increase in temperature due to the increased pressure inside the container and a shift in the red dot on the panel-diagram. Step 8. Refresh the workspace by clicking the “Restart” button. Step 9. Lower the container lid by holding down the left mouse button until it touches the parts. Observe the phase transition, temperature and pressure. Step 10. Carefully lift the container lid. Observe the changes. Step 11. Refresh the workspace by clicking the “Restart” button. Step 12. Repeat these steps 5-10 for other particle types and conduct different experiments. Step 13. Draw conclusions based on the results of your experiment. How did temperature and pressure affect the phase transitions of the particles? How did adding particles to the container affect the phase state of the particles? Conclusion During this virtual lab, students investigated the behavior of particles in different phase states. Experimental Results:

Objective: This virtual lab is designed for use in science lessons on the following topic: Virtual experiment  The virtual simulation allows students to visualize the aggregate states of a formation. By heating or cooling particles, their passage through the solid, liquid, and gas phases can be controlled. The figure below shows the functions each button performs. Aggregate states of substances gas liquid solid volume kept form kept molecular arrangement molecules are located at some distance from each other gravitational attraction between molecules the gravitational attraction between molecules is very strong Workflow: Step 1. In the virtual simulation, there are two different sections: states, cases, phase changes. Select the “states”-cases section. In the experiment you will work on this section. Step 2. In the workspace you are provided with: Step 3. For convenience, change the unit of measurement of the thermometer from Kelvin to Celsius. Step 4. Click the Solid button to see the solid state of neon. The temperature is -259℃ and the molecules are stationary. Step 5. Click the “Liquid” button to see the liquid state of neon. The temperature is -246℃, the molecules start to move. Step 6. Press the “Gas” button to see the gaseous state of neon. The temperature is -217℃, the molecules are moving randomly. Step 7. Try to cool the container. You will see the neon change to a liquid state and then to a solid state. Step 8. Heat the container. As the temperature increases, the speed of the particles will increase and the neon will go from a solid state to a liquid state and then to a gaseous state. Step 9. Select “Water Molecule” from the substances panel. Click the “Solid” button. The temperature is -127℃, and the molecules are stationary. Note: water solidifies at temperatures below 0℃. Step 10. Click the “Liquid” button to see the liquid state of water. The temperature is 13℃, the molecules start to move. Step 11. Click the “Gas” button to see the gaseous state of water. The temperature is 156℃, the molecules are moving randomly at high speed. Note: water boils at 100℃, and its molecules move to the gaseous state. Step 12. Cool and heat the container while observing the changing state of the water molecules. Step 13. Repeat the above processes for the argon atom. Step 14. Repeat the above processes for an oxygen molecule. Conclusion In this virtual experiment, students studied the aggregate states of atoms and molecules. It was observed that the arrangement of particles is different in each state. It was seen that temperature is the main factor that determines the aggregate state of matter.

Objective: This virtual lab is designed for use in science lessons on the following topic: Virtual experiment  The virtual simulation allows students to model the forces of gravity and elasticity. By playing with one or two mass-spring systems and making the connection between mass, a constant spring, and motion, he conducts a variety of experiments.  A force is a quantity that describes the effect of bodies on each other.The force of gravity is the force of attraction of bodies to the Earth. The force of elasticity is the force that occurs when a body is deformed, which counteracts that deformation and tends to return the body to its original state. The figure below shows the functions each button performs. Workflow: Step 1. The virtual simulator presents three different sections: stretch, bounce, lab. Select “Stretch”. In the experiment you will work on this section.  Step 2. Description of the elements of the simulator Step 3. Visualize spring states: Step 4. Hang the weights on the springs by holding down the left mouse button. Step 5. Using the ruler, trace the length changes with the dashes to see the natural length and balance position.  Step 6. Change the thickness of the first spring using the stability set button. How did changing the thickness of the spring affect its length? Step 7. Change the thickness of the second spring using the stability button.Compare the length of the second spring to the original spring. How did changing the thickness of the spring affect its length? Step 8. Hang a kettlebell of the same weight on the second spring as on the first spring. Compare the lengths of the springs. What change Step 9. Conduct various experiments: Step 10. Draw conclusions: Conclusion By analyzing the data obtained, it can be concluded that the thickness of the spring has a significant effect on its performance. Increasing the thickness of the spring, as shown by the results, leads to a change in its length and probably an increase in its stability. It is also revealed that the addition of kettlebells on the springs leads to additional stretching and changes in its characteristics.

Objective: This virtual lab is designed for use in science lessons on the following topic: Virtual experiment Modeling atom formation allows students the flexibility to explore how changing the number of protons, neutrons, and electrons affects the element, charge, and mass of a constructed atom. The figure below shows the functions each button performs. Particle characteristic (charge) Under normal conditions, an atom is electrically neutral, that is, it has no charge: it has as many electrons as protons in its nucleus. The nucleus of an atom is positively charged. Particles Mass number Charge number Note proton 1  +1 The number of protons is equal to the ordinal number of the element neutron 1  0 The number of neutrons is determined by a formula. You will learn this formula in chemistry class. electron 0  -1 The number of electrons is equal to the ordinal number of the element Workflow: Step 1. Start the simulation: you will be presented with 3 different modes, “Atom”, “Symbol” and “Game”. In this work you will use the “Atom” mode. Step 2. The screen presents the empty framework of the atomic model and its atomic particles (proton, neutron, electron). The structure of the atom is called the planetary model. At the center of the atom is the atomic nucleus and electrons revolve around the nucleus. The electrons are constantly in motion in specific orbits. The atomic nucleus is made up of protons and neutrons. These particles are stationary in the nucleus. Step 3. You can move the particles into the atomic model by holding down the left mouse button. Place a proton in the center of the atom. The name of the element will immediately appear on the screen. On the right side, you can see the symbol of the element formed in the periodic table. Step 4. The bottom section shows the charge and mass number of the element. The charge of the element depends on protons and electrons, while the mass number depends on protons and neutrons. Step 5. You can specify or hide the name of the element by checking the “Show” section. Two other buttons that you don’t need now will be studied in high school. These buttons indicate whether the neutral atom or ion is stable or unstable. Step 6. A hydrogen atom is made up of 1 proton and 1 electron. Therefore, place the electron in an orbital. The charge of the element will change to “0”. The hydrogen atom is ready. Step 7. You can represent the electrons either in orbitals or as an electron cloud. Step 8. The next element in the table is helium. It is made up of 2 protons, 2 neutrons, and 2 electrons. Add one proton to the nucleus of the atom. The number of protons determines the position of the element in the periodic table, so as you add protons, you move around the table. Step 9. Place two neutrons next to the proton in the nucleus of the atom. Step 10. Place two electrons in orbit. The helium atom is ready. The charge of the element is “0” and the mass number is “4”. Step 11. The next element is lithium. It consists of 3 protons, 4 neutrons, and 3 electrons. Create the element. Step 12. The position of an element in Mendeleev’s periodic table is determined by the number of protons. The number of electrons in a neutral atom is equal to the number of protons. The mass number depends on the protons and neutrons. Although you can now correctly determine the number of protons and electrons, you will need a formula learned in high school to calculate the number of neutrons. Thus, you can find the number of particles in other elements by looking them up on the internet. Below is the number of particles in the 10 elements after lithium. Element proton electron neutron Beryllium 4 4 5 Bor 5 5 6 Carbon 6 6 6 Nitrogen 7 7 7 Oxygen 8 8 8 Fluorine 9 9 10 Neon 10 10 10 Sodium 11 11 12 Magnesium 12 12 12 Aluminum 13 13 14 Conclusion Through virtual modeling, students were introduced to the structure of the atom. It was shown that chemical substances are in a certain sequence in Mendeleev’s periodic table according to the properties of each element.

Objective: This virtual lab is designed for use in science lessons on the following topic: Virtual experiment Modeling the structure of molecules allows students to create molecules from atoms, know their molecular formulas and chemical names, and see their structures in 3D. The figure below shows the functions each button performs. Workflow: Step 1. Start the simulation: you will be offered 3 different modes: “Single”, “Multiple” and “Playground”. In this activity you will learn how to create simple molecules. To do this, select the “Single” mode. Step 2. An area for accumulating molecules is displayed on the screen. You are assembling molecules from atoms. You are given: Step 3. Start building a water molecule – “H2O”. H2O indicates that the hydrogen atom is -2 pc (“2” next to H), the oxygen atom is -1 pc. The baskets contain the atoms needed to make the molecule. Step 4. Place one oxygen atom and two hydrogen atoms in the workspace. The atoms must join together to properly form the molecule. Join the atoms together until the formula given matches the value “H2O”. Note: in the “Your molecules” section, the cell is colored blue if the atoms are bonded correctly. Step 5. Place the completed “H2O” water molecule in the correct box in the “Your molecules” section. Step 6. Click 3D to see a 3D model of the water molecule. Step 7. Go to the next set to create the next molecule. Use the arrow to do this. Step 8. Under the “Your molecules” section, the next “O2”-oxygen molecule is presented. Step 9. The “O2” molecule consists of 2 oxygen atoms. So extract the 2 oxygen atoms into the workspace and combine them.  Step 10. Place the finished “O2” oxygen molecule in the desired field in the “Your molecules” section. Step 11. Click 3D to see a 3D model of the water molecule. Step 12. Complete the task completely by collecting all the molecules by repeating this sequence of steps. Click “Next collection” to gather the next collection of molecules. Step 13. Make a conclusion: What is the difference between a molecule and an atom? How is a molecule formed? Which of the components of a molecule is a simple molecule and which is a complex molecule? Conclusion By creating this virtual activity, students realized that molecules are made up of atoms. Visualized the structure of molecules. Atoms combining with each other in a wide variety of ways fixed a vast array of different substances.

Objective: This virtual lab is designed for use in 6th grade lessons. Virtual Experiment In the Gravitational Attraction Simulation, students observe the gravitational attraction that two objects exert on each other and change the properties of masses to see their effect on gravitational attraction. All objects in the universe are attracted to each other as if there are invisible magnets between them. The bigger the object, the stronger the attraction. This is called the law of universal gravitation. It is what keeps us on earth and keeps us from flying off into space. The figure below shows the functions each button performs. Workflow: Step 1. When the simulation opens, you will see: Step 2. For convenience, switch the force from decimal form to standard form. The value of the force is 1.67 * 10-17 n. You will see that the two body shapes have two different sizes. By clicking the constant size button, you can make both bodies the same size without changing the weight. Step 3. Increase the distance between the bodies. You can change the distance between 0-10 meters. Observe the gravity. Step 4. Decrease the distance between the bodies. Observe the gravity. Step 5. Change the mass of the first body. You can vary your body weight from 10 to 1000 kg. Observe the gravity. Step 6. Change the mass of the second body. You can vary your body weight from 10 to 1000 kg. Observe gravity. Step 7. Draw conclusions. How did gravity change while the distance between the bodies changed and while the masses of the bodies changed? Conclusion In the virtual work, it has been shown that according to the law of gravity, the greater the mass of an object, the greater the attraction and the smaller the distance, the stronger the attraction.

Objective: This virtual lab is designed for use in 5th grade lessons. Virtual Experiment In the Gravitational Attraction Simulation, students observe the gravitational attraction that two objects exert on each other and change the properties of masses to see their effect on gravitational attraction. The law of attraction says that all objects in the universe are attracted to each other. The more mass an object has, the stronger its attraction. The figure below shows the functions each button performs. Workflow: Step 1. When the simulation opens, you will see: Step 2. You will see that the two body shapes have two different sizes. By pressing the constant size button, you can make both bodies the same size without changing the weight. Step 3. Increase the distance between the bodies. Observe the gravity. Step 4. Decrease the distance between the bodies. Observe the gravity. Step 5. Change the mass of the first body. Observe the gravity. Step 6. Change the mass of the second body. Observe gravity. Step 7. Draw conclusions. How did gravity change while the distance between the bodies changed and while the masses of the bodies changed? Conclusion During the simulation, you observed the gravitational interaction between two bodies. The dependence of the force of gravity on the mass and distance between the bodies has been shown.

Objective: Virtual Experiment In a virtual simulation, you will work with blocks of different materials, including special materials, to investigate density. Density is a property that shows how heavy or light an object is compared to its volume. If a substance has a high density, it is heavy, and if it is small, it is light. The illustrations below show the functions each button performs. Progress: Part 1. Introduction. Density of matter There are three different sections in the virtual simulation: introduction, comparison, riddle. Open the “introduction” section. Step 1: When the simulation is on: The density of water is 1 kg/L. Because the density of wood is less than that of water, you will see that the wood is partially submerged in water rather than submerged in water. Step 2. Try changing the weight or size of the tree. You will notice that they increase and decrease in direct proportion to each other. Step 3. Take the tree out of the water. You will see that the volume of the water is 100 liters. That is, when there is any material in the water, the volume of the container is equal to the sum of the volume of the substance and the water. Step 4. Replace the next type of material with aluminum. It has a density of 2.70 kg/L. It sinks in water because of its greater density than water. Step 5. Try to investigate the density and sinking of the object by selecting other objects. (If you choose a custom material, you can provide your own volume and mass data). Step 6. Switch from the “put one block” button on the right edge of the container to the “put two blocks” button.  Step 7. Place two objects in the container. One is Styrofoam (density 0.15 kg/L) and the other is brick (density 2 kg/L). From here you can clearly see that the drowning levels are different due to the different densities of the substance. Step 8. If you find it necessary, you can do some practice by choosing other materials. (If you choose a custom material, you can provide your own volume and mass data). Part 2. Comparison Open the “comparison” section in the virtual simulation. Step 9. Go to the “comparison” section from the “introduction” section. Step 10. In the “blocks” section, “same mass” is selected. Therefore, no matter what your density and volume of these materials are, they have the same weight (5 kg). Step 11. Place the materials in the water. You will notice that each material sinks into the water at different levels depending on the density. Also, you can conclude that when bodies have the same weight, the greater the volume, the lower the density. Step 12. Under “blocks,” select “same volume.” Regardless of the density and weight of the materials you have, the volumes are the same (5 liters). Step 13. Place the materials in the water. Compare them to each other. Step 14. In the blocks section, select “with the same density.” No matter what your volume and weight of the materials provided, the density is the same (0.5 kg/L). Step 15. Place the materials in the water. Compare them to each other. Try to affect the level of sinking by increasing or decreasing the density. Step 16. Recall your experience and draw conclusions. Conclusion By performing the virtual activity, students were introduced to the concept of density and explored the relationship of volume and weight to density.

Objective: Virtual Experiment  In this virtual simulation, pressure modeling allows students to investigate pressures under and above water, as well as changes in fluid density, gravity, and container shapes and volume. You will work with parts two and three of the simulation. The figure below shows the functions each button performs. Progress: Part 1. Relationship between water quantity and pressure Step 1. After turning on the simulation, open the second section. When you turn it on: Step 2. Measure the pressure of both parts of the container with a barometer. You will see that their pressures are equal to each other at the same depth. Step 3. Turn off the atmospheric pressure and measure the pressure again. Step 4. Switch from metric to atmospheric units of measurement. Measure the pressure for the states with atmospheric pressure off and on. Step 5. Drain some of the water through the faucet located at the bottom of the container. The volume of water has decreased by the same amount in both containers. Measure the pressure. Select the unit of measurement yourself.  Step 6. Fill the container with water. Measure the pressure in each part of the containers.  Step 7.You can measure the pressures and do different experiments by changing the gravitational attraction, types of liquids as you wish.  Part 2. Changing the pressure due to gravity Step 8.Measure the pressure in each part of the water containers using a barometer. Step 9. Place 250 kilograms of kettlebell in the container. Observe the change in pressure without moving the barometer from a standing position. Keep an eye on the water level.  Step 10. Place another 250 kg and 500 kg of kettlebells. Observe the change in pressure.  Step 11. Take the kettlebell stone that is on top of the container. Watch the changes in the container.  Step 12. You can try measuring and experimenting with the pressure by changing the gravitational pull, types of liquids, additional parameters if needed. Step 13. Draw conclusions by looking at the experiments you have done. How does changing units of measurement affect pressure readings? How does adding weight affect the pressure in different parts of the container? Conclusion In this virtual lab, you have explored the relationship between pressure, the amount of water, and gravity. You:

Objective: Virtual experiment  In the virtual simulation, pressure modeling allows students to investigate pressure under and above water, as well as changes in fluid density, gravity, and container volume. The figure below shows the functions each button performs. Progress: Part 1: The relationship between water quantity and pressure Step 1. When you turn on the simulation: Step 2. Measure the pressure in each part of the water container using a barometer.  Step 3. Drain some of the water through the faucet located at the bottom of the container. Measure the pressure.  Step 4. Fill the container with water. Measure the pressure in each part of the container. Compare the values obtained with the results of Step 2 and Step 3. Part 2: Measuring pressure by changing parameters Step 5. Turn off the atmospheric pressure and measure the pressure again. Step 6. Measure the pressure by switching the unit of measurement from metric to atmospheric. Step 7. Turn the atmospheric pressure back on and try to measure the pressure using the atmospheric unit of measure. Step 8. Transfer gravity from Earth to Mars. Change the pressure to a metric unit and measure.  Step 9. Transfer the gravity from Mars to Jupiter. Measure the pressure.  Part 3: Measuring pressure for gasoline and honey  Step 10. Change the type of liquid in the simulation from water to gasoline. Measure the pressure.  Step 11. Repeat steps 3-10, changing the simulation parameters. Step 12. Change the fluid type from gasoline to honey. Measure the pressure.  Step 13. Repeat steps 3-10, changing the simulation parameters. Step 14. Draw conclusions about the effect of the amount of water, gravity, and type of liquid on the pressure based on the simulation results. Conclusion The simulation described that the increase in fluid volume and the increase in pressure are directly proportional, and the effect of continental gravity on pressure.