This work consists of original content and adapted OpenStax content. Each image is attributed with the source page in the figure description, in accordance with each respective license. OpenStax content has been remixed into the “Theory and Background,” “Lab Examples,” and “Relations to Health Sciences” sections of this work. OpenStax remixing consists of rearrangement and minor instructional design augmentations. All other sections within this work are originally created content.

This work consists of original content and adapted OpenStax content. Each image is attributed with the source page in the figure description, in accordance with each respective license. OpenStax content has been remixed into the “Theory and Background,” “Lab Examples,” and “Relations to Health Sciences” sections of this work. OpenStax remixing consists of rearrangement and minor instructional design augmentations. All other sections within this work are originally created content.

This work consists of original text, adapted OpenStax content, and other Open Educational Resources (OER). Each image is attributed with the source page in the figure description, in accordance to each respective license. OpenStax content has been remixed into the “Theory and Background,” “Lab Examples,” and “Relations to Health Sciences” sections of this work. OpenStax remixing consists of rearrangement and minor instructional design augmentations. All other sections within this work are originally created content with adopted OER images, where indicated.

This work consists of original content and adapted OpenStax content. Each image is attributed with the source page in the figure description, in accordance with each respective license. OpenStax content has been remixed into the “Theory and Background,” “Lab Examples,” and “Relations to Health Sciences” sections of this work. OpenStax remixing consists of rearrangement and minor instructional design augmentations. All other sections within this work are originally created content.

This work consists of original content and content adapted from Open Educational Resources (OER). Each image is attributed with the source page in the figure description, in accordance to each respective license. OER content has been remixed into the “Theory and Background” section of this work. Remixing consists of rearrangement, minor instructional design augmentations, and minor phrasing edits. All other sections within this work are originally created content.

This work consists of original text, adapted OpenStax content, and other Open Educational Resources (OER). Each image is attributed with the source page in the figure description, in accordance to each respective license. OpenStax content has been remixed into the “Theory and Background,” “Lab Examples,” and “Relations to Health Sciences” sections of this work. OpenStax remixing consists of rearrangement and minor instructional design augmentations. All other sections within this work are originally created content with adopted OER images, where indicated.

Chapter 1: Essential Ideas
Chapter 2: Atoms, Molecules, and Ions
Chapter 3: Electronic Structure and Periodic Properties of Elements
Chapter 4: Chemical Bonding and Molecular Geometry
Chapter 5: Advanced Theories of Bonding
Chapter 6: Composition of Substances and Solutions
Chapter 7: Stoichiometry of Chemical Reactions
Chapter 8: Gases
Chapter 9: Thermochemistry

This exercise posits a hypothetical situation: you would like to purchase land that will provide your family with opportunities to fish and swim in a stream on your property. Additionally, you would like the land to afford some privacy. In order to find such a place, you need to locate land for sale that has a stream running through it and you want to confirm that the stream water is clean. The following activity illustrates how one can locate land with particular characteristics and also assess surface water quality for local bodies of water. The data you will use might pertain to any location where streams flow through residential areas.

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Radiometric age determination using parent/daughter composition and a radiometric decay curve.

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The purpose of this brief (~15 minutes) activity is for students to directly observe some of the unique properties of water that are the result of hydrogen bonds, such as capillary action, adhesion, cohesion, and surface tension. Students will compare the behavior of water to that of vegetable oil, a non-polar liquid. I have created an activity handout that can either be given to directly to the students or used as a guide by the instructor. It includes vocabulary terms and a discussion "answer key" that should be edited if given directly to students. There is also an "extension activity" that addresses the concept of immiscible solutions.

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Geological processes at the mid-ocean ridges are responsible for the bulk of the Earth's heat loss and volcanic activity. The compositions of materials erupted at these locations, dominantly mid-ocean ridge basalts (MORB's), have profound implications for the inner workings of the Earth's mantle, the construction of oceanic crust, and global plate tectonics. In this exercise, students replicate a portion of a classic paper on MORB geochemistry [Klein and Langmuir, 1987] , but using a much larger global geochemical dataset downloaded from the PETDB database. Through a series of activities and questions, students are encouraged to think about the petrologic and geodynamic processes controlling the composition of Earth's most abundant volcanic rocks.

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Students create and modify a STELLA model of the global phosphorus cycle to test a number of scenarios.

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In this activity, students use the virtual lab to create a 0.025M glucose solution from a standard 1M glucose solution. First, they calculate the correct volumes of 1M glucose solution and water to mix together to create the final 0.025M solution. Next, they prepare the solution using the appropriate glassware. Students can check to see if their procedure was correct using the concentration viewer in the solution info panel.

Students are given major-element, whole-rock chemical analyses from ten samples of lava from the 1868 eruption of Mauna Loa. They do not know sequence of eruption, only that the lavas came from the same volcano. Students are asked to evaluate the hypothesis that the observed chemical variation is due to the fractional crystallization of olivine. The hypothesis can be tested any of a number of graphs. Several examples are given in the accompanying Excel workbook.

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In groups, students are given a scenario of a leaking underground storage tank. They must decide where to sample on the map while staying within budget. Students progressively collect more data and use them to make an interpretation of the direction of groundwater flow and extent of the contamination. The activity requires that students use their limited resources to solve a real-world problem.

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Many compounds crystallize rapidly from evaporating solutions, and many can be crystallized from melts. Because of this, it is possible to do simple crystallization experiments and to watch crystals grow over short times. Students can study several different compounds during one lab period. Crystal habit, growth zones, nucleation, deformation textures--students can examine many things quickly and easily.

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In this activity students work in groups to investigate the problem of Gulf of Mexico hypoxia before developing mitigation strategies based on local contriubtions to the problem. The students present their ideas in a public meeting debate format from which a solution must be selected by the entire class.

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Compiled by Kyle Gray, University of Akron, 'krg10@uakron.edu' and David N. Steer, University of Akron, 'steer@uakron.edu'

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Minerals are inorganic chemical compounds with a wide range of physical and chemical properties. Geologists frequently measure and observe properties such as hardness, specific gravity, color, etc. Unfortunately, students usually view these properties simply as tools for identifying unknown mineral specimens. One of the objectives of this exercise is to make students aware of the fact that minerals have many additional properties that can be measured, and that all of the physical and chemical properties of minerals have important applications beyond that of simple mineral identification.
Please do not let the title of this exercise scare you away. Introducing students to thermodynamics is not the primary objective. Getting students to "do" science - to observe, record, and interpret experimental data - is the primary goal. Heat capacity just happens to be a good vehicle for this purpose.

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The student will be able to define and describe herbicide formulation types.  Students will understand basics and importance of a jar test.  Students will be able to follow tank mixing order instructions