A lab and demonstration was done to show how the production of heat during a chemical reaction can be used to produce something like a hand warmer. Iron fillings, sodium chloride and an absorbing material were measured out on a balance and placed into a plastic sandwich bag. When allowed to mix, the reaction produces heat which can be used to warm the hands in a cold environment. The reaction of the iron with oxygen in the bag and salt as a catalyst , with the formation or iron oxide was explained. Back in the classroom, the development of the Bohr atom model was undertaken, showing how it advanced the theory of Rutherford, and placed electrons in specific orbits or energy levels

The atomic theory of JJ Thompson was derived presented by examining problems discovered in the Dalton model. His work with charged particles in a ray tube being attracted to a positive charge on the outside of a part of the tube led to the discovery of negative particles in the atom. He named these electrons. Diagrams of his atom as seeds in a watermelon, or raisins in rice pudding were used to present his theory. The shortcomings of his theory were corrected by his student, Rutherford, in his presentation of the structure of the atom. HIs alpha particle scattering was used to arrive at his discovery and definition of the nucleus of the atom and the presence of protons

Review the atomic ideas of the early Greek thinker, Democritus, and his idea of cutting matter into the smallest possible piece, almost invisible. This was called an atom (or A-tom). The next major theory was that of John Dalton, who pictured the atom as a solid, smooth ball in which each atom of the same element had the same properties, like mass, and could combine in distinct ratios. Atoms of different elements had different properties. There was no explanation as to how these atoms combined, but he theorized that they could not be changed into other elements. The attempt of the Alchemists to change base metals into gold with no success was used to verify Dalton's theory. Thompson was next to show that the neutral atom possessed a negative particle he called the electron. He theorized that there must also be a positive section of the atom which neutralized the negative electron. His theory involved electrons implanted in a positive area like raisins in rice pudding.

A can of diet Red Bull and a can of regular Red Bull, both the same flavor, was used to see if there is a difference in density and ability to float. The lab required the measurement of the diameter of the can, the mass of each can, the determination of the volume of the can using pi x radius squared x the height.The determination of the density of each can using density = mass/volume was calculated. The regular drink contained sugar along with its other ingredients, while the diet can contained artificial sweetener along with the same other ingredients as the non diet drink. The densities of both were determined and then the float test performed.

Using the data from yesterday's lab which involved the measurement of the temperature change as ice melted into a liquid and then heated to boiling with the production of a vapor, a line graph showing time v temperature was constructed. Questions regarding the melting/freezing point, the boiling point vaporization were answered from the graph.The effect which air pressure has on boiling was explained using diagrams so that the demonstration of boiling water by placing a previously boiled flask of water under cold running water could be explained. The questions presented in the text from this chapter were answered at the conclusion.

Starting with a beaker of ice, the temperature will be measured each 2 minutes for about 20 minutes. After the ice has completely melted, the water will be heated until boiling and vapor production occurs. While that is happening, a florence flask of about 50 ml of water is being heated to boiling. Once boiling has started, the flask is removed from the heat and a rubber stopper is inserted, until the bubbling stops. The stoppered flask is placed under cold running water and the re-starting of boiling noted. A cold watch glass is placed over the boiling beaker of water and condensation noted on the cool bottom. The use of dry ice in coolers, with no formation of water as the ice melts was described, along with the condensation of iodine on a watch glass as iodine crystals are heated to vaporization. The definitions of melting point, boiling point, vaporization, condensation, and sublimation were shown by these demonstrations. Why the water reboiled under the cold water to be discussed at the next class.

Lab to determine the density of water, measurements of mass and volume and calculations needed... Once determined, a series of objects were examined to determine if they will sink or float. The densities of each object were determined and recorded, then placed into water. If they sunk or floated was noted. The objects whose densities were less than the density of water (1g/ml) floated, while the others sank. We determined that an object will float if its density is less than that of water, and will not float if greater than the density of water.

Discuss the results of yesterday's lab and redo the results onto a line graph. Determine the melting point of water and the boiling point from the results. Discuss thermal energy in relation to both kinetic and potential energy, and the effect on the molecular motion which causes an increase in the temperature.

This lesson deals with heat transfer. A lab consisting of a 250ml beaker filled with 200ml of water, a hot plate, and a thermometer was set up. The initial temperature of the water recorded, the beaker of water placed on the hot plate with the heat turned on, and the temperature measured each minute and recorded. The temp. at which the water boiled was noted, and the water heated for another 5 minutes, with the temperature noted and recorded each minute. A graph of the time v temperature was completed. A second beaker of water was filled to about 200ml and a rock was placed in the original boiling water for a few minutes to come to temperature. The initial temp. of the water recorded and then the rock placed in the water, and the temp. recorded each minute for 5 minutes. The Kinetic energy of the molecules was discussed at both the original temperature and the increasing temperatures. It was determined that an increase in KE produced an increase in temperature. A discussion of thermal energy and energy transfer will be done on Wed.based on the lab findings.

Lesson outline is listed on 12/7/2019