The student will be able to define and describe herbicide formulation types. Students will be able to discuss pros and cons for each type of formulation
This homework has 2 main parts: In the first part, students are given bulk compositions for 6 volcanic rocks and asked to classify them, think about their normative compositions, and given likely tectonic settings for three of them. In the second part, they work with a complex binary phase diagram. In this part, they must think about components vs. phases, the lever rule, behavior at a peritectic point, and fractional removal of a phase. After completing this homework, I find that students are comfortable working with any binary diagram I give them.
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This writing assignment is in lieu of a laboratory activity during the discussion of nuclear chemistry within the general chemistry curriculum.
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Student Handout for Landfill Remediation Lab (Acrobat (PDF) 391kB Mar23 11)
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This activity focuses on the role of photosynthesis in a sustainable future. Students explore the effect of photosynthesis and respiration in a 'closed systems' containing plankton, marine plants, and fish. By calculating carbon dioxide uptake and production in these systems, they predict a plant: animal ratio sufficient to maintain a system in carbon dioxide 'balance' for one hour.
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Students develop an estimate of the total quantity of petroleum
discharged from the Deepwater Horizon from 20 April to 15 July 2010
using only two known facts, the diameter of the riser and the flow rate
of the oil/gas mixture emanating from the riser.
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Spreadsheets Across the Curriculum module. Students build a spreadshet to calculate grams solute to add to liters solvent to produce solution of desired concentration (mol/L).
Students use basic aqueous geochemistry knowledge to investigate controls of the atmospheric carbon dioxide level on pH values of the wet precipitation at standard conditions (25 oC, 1 atmospheric pressure).
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SSAC Physical Volcanology module. Students build a spreadsheet to calculate velocity of rising magma in steady-state Plinian eruptions using conservation of mass and momentum.
This video shows different chemical reactions which can make things interesting and look like magic. The name of the chemicals is also given using which everyone can learn.
How to be a successful organic chemist is meant as an introductory text for undergraduates taking organic chemistry teaching labs. The text is a clear and practical introduction to safety, chemical handling, organic chemistry techniques, and lab reports.
Word Count: 62661
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In this exercise, crystal structure data for a variety of unknown minerals are downloaded and entered into a visualization program (either XtalDraw or CrystalMaker). Through a series of directed questions for each unknown, students investigate and manipulate the crystal structure to gather information about its possible identity. This exercise builds on a wide variety of content normally covered over an entire introductory mineralogy course, and could be used as a self-study exercise to help mineralogy students prepare for a comprehensive final exam.
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In this exercise, crystal structure data for a variety of unknown minerals are downloaded and entered into a visualization program (either XtalDraw or CrystalMaker). Through a series of directed questions for each unknown, students investigate and manipulate the crystal structure to gather information about its possible identity. This exercise builds on a wide variety of content normally covered over an entire introductory mineralogy course, and could be used as a self-study exercise to help mineralogy students prepare for a comprehensive final exam.
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In this activity students use the virtual lab to design an experiment to determine the identity of mislabeled bottles using the densities of the solutions inside.
In this activity, students use the virtual lab to identify an unknown metal by measuring its density and comparing their measurements to the densities of known metals.
In this exercise, students are split into groups to gather whole-rock geochemical data (major-, trace-, and rare-earth elements) from the GEOROC database for igneous rocks sampled from four different plate tectonic settings: mid-ocean ridges, subduction zones, oceanic islands, and oceanic plateaus. Each group is assigned a different plate tectonic setting and collects three datasets from different locations for their tectonic setting. Geochemical data is graphed as major-element variation and REE diagrams to quantify igneous diversity both within the same tectonic setting and between different tectonic settings. The main goal of this exercise is to demonstrate that igneous rock compositions are a strong function of plate tectonic setting.
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In this project, students work in small groups to formally characterize an aspect of a local igneous rock, based on petrography, hand sample descriptions, and SEM and/or CL analyses. Students have two lab sessions and a field trip dedicated to working on this suite of rocks: one for detailed petrographic analyses and another SEM or CL imaging and analysis. The field trip is the field component of the project. The individual labs are ungraded, but all are required for completion of the project.
Papers must include the following sections:
Introduction, Geologic History, Petrography, Chemical Analysis, Discussion, References, Appendix (contains copies of ALL notes, calculations, drafts and revisions)
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The ability to make real analytical use of research instrumentation in the classroom via remote operation technologies has the potential to both facilitate instruction and support the intellectual transition of undergraduate geoscience students from passive learner to investigator. However, training students in the use of complex analytical instrumentation is a significant time-sink and potential distraction from learning geoscience content.
We make use of electron microprobe analysis as part of a term project in my Mineralogy/Petrology course on the petrogenesis of metamorphic rocks from the southern Appalachians. To try and get past the instrument-training obstacle, I conduct an extended whole-class activity, running the microprobe live in front of the students to introduce the instrument, its tools and functions, and its quirks and limitations. Beyond a simple demonstration I also have the students direct me in the operation of the microprobe to analyze and identify minerals in an unknown sample, to show them how the instrument is used to investigate a sample, and where the hang-ups and easy mistakes are in trying to conduct EDS or WDS analyses. This attempt at a "group training" activity aims to make students more comfortable when they get the opportunity to run the instrument themselves to collect mineral chemistry data on samples they have collected.
The attached documents: a "script" for using the remotely operable FIU-FCAEM electron microprobe in a whole class demonstration and interactive session, along with a simple exercise for translating microprobe data to mineral formulas,
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In this activity, college level students learning fundamental concepts in Environmental Chemistry apply their knowledge either in carrying out a research project or in designing a hands-on mini-workshop with the key objective of teaching middle-school students topics relevant to water quality and stormwater. College-level students also take part in a restoration activity on a local watershed three miles away, working side by side with the middle-school students and the members of the community.
The project aims to bring together middle-school students, college-level students, and local citizens on a monitoring and restoration program of a local creek; improve the public's understanding and engagement on local environmental issues such as stormwater; improve the educational experience of both middle-school and college-level students; and motivate middle-school students to pursue further education in the field of science. This project is an example of environmental education bringing together two different levels of students, as well as the community as a whole.
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