Complete how chlorofluorocarbons affect the concentration of ozone in the ozone layer resulting in depletion of ozone and the resulting affect on human health.
List and discuss the types of data utilized in a chemical reaction. Define and discuss qualitative data and quantitative data. Use examples for each. Define and discuss independent and dependent variable and discuss how to determine the rate. Discuss the importance of a control to evaluate the dependent variable.
Define a substance using chemical terms, homogenous species with definite composition. Define a pure substance and present common examples. Indicate how even homogenous substances can be unsure. Discuss why water is a pure substance, but sink water is not. Indicate why salt water is not a pure substance by definition. List a series of different states of matter of water, ice, liquid, and vapor. Determine by definition why they are pure substances.
Outline the synthesis of ozone from oxygen gas and free oxygen. Discuss the harmful effects of UV radiation on skin, eyes, plants and the food chain. Discuss and show chemically how ozone will protect humans from harmful effects. Outline the decomposition of ozone into oxygen gas and free oxygen atoms. Discuss how the use of refrigerant gas can deplete the ozone layer, show chemically the decomposition reaction.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Cam spent a few minutes with the pre-schoolers showing them his lizard and discussing what they are like. He did professional presentation to the kids
Introduce the ozone layer. Discuss the chemistry of ozone formation synthesis from oxygen gas and a free oxygen atom. Discuss the effects of UV solar radiation on health. Discuss how UV radiation is blocked by the ozone layer. Introduce that refrigerants can damage the ozone layer. Show the chemistry which allows FCC to damage the layer, creating an ozone "hole".
Review the units of mass measurement in the international system and include the standard as the kilogram. Discuss the need to be aware of the units prefix, as they can be deceptive. Introduce the standard unit of length measurement and relate it to the wave length of krypton light. Indicate time in seconds as the standard unit and volume in cubic meters as the standard. Discuss Newtons as the unit of force and the joule as the unit of energy.
Present Einsteins' formula relating mass to energy and present a problem to determine the mass of uranium remaining when 2 Kg undergoes fission,
Discuss what the study of chemistry involves. From observations, where did the "stuff" present in our environment come from? From where was it formed. Introduce the term matter and elicit that the matter was formed within the stars. Elicit what forms of matter are observable on the table top. Define chemistry as the study of matter and what is it composed of. From lab demonstration, expand on the definition of chemistry as to include how matter reacts with other matter. Use the formation of table salt, a non toxic compound which is formed by the reaction of toxin chlorine gas with corrosive sodium to a non toxic compound.
To observe chemical reaction and relate observations to matter and chemistry. Record detailed observations
regarding burning of a candle, mass measurements prior to and post burning. Include color, hardness and smell. Determine why a loss of matter occurred. Evaluate where is the lost matter. Enquire what factors might contribute to the change in matter. Elicit what energy was produced from the difference in matter mass.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
On line lesson-possible observations were elicited by questioning.
Discuss "what is the universe composed of?.
Define matter in terms of mass and the speed of light, which is a more advanced definition. Introduce radiant energy which is composed of mass with the speed of light. Discuss how Einstein pointed out that light is also attracted by gravity. Review the mass energy relationship of E = mc^2, Present the units involved with mass and the velocity of light resulting in the energy unit of joules.
Present both a triple beam and a dial balance. Define and indicate the beams, riders, adjustment knob and pan. Discuss and demonstrate how to arrive at an accurate measurement of mass for a selected group of items.
Discuss the accuracy difference between the two balances, and how to accurately read each one. Determine the loss of mass from a burning candle after about 15 minutes of burning. Determine why mass was lost, and what happened to the missing mass.
