In the previous lab, students explored the characteristics of the ocean environment in which coral reefs thrive. Unfortunately,there are a number of factors, both natural and anthropogenic (resulting from human activities), that can alter the ocean environment and threaten the health of coral reef ecosystems. In this activity, students will examine the three main factors that disrupt corals.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

A Google Drive folder containing a PDF with 18 labs for General Chemistry. Created for CHEM 1211 at the College of DuPage.This resource will be updated as needed. For the Google Folder and most recent version, visit: https://drive.google.com/drive/folders/1svUa9j-DEJQVOBSmesx5AAV74CPSuCYc?usp=sharing

General Chemistry I Honors Laboratory Manual (2023) is an eTextbook designed to provide a practical, hands-on approach to learning chemistry for students taking General Chemistry I Honors courses. The manual covers fundamental principles of chemistry, including atomic structure, chemical bonding, stoichiometry, gas laws, and thermodynamics. The book is divided into chapters, each focusing on a specific topic. Each experiment in the manual is accompanied by step-by-step instructions, pre-lab questions, and post-lab questions, helping students to develop their analytical and problem-solving skills.

A google drive of resources created by Mary Newberg for CHEMI 0485 - Basic Laboratory and Computation Chemistry at College of DuPage. These labs are designed for students working under the supervision of an instructor in a college chemistry laboratory.

Ce manuel a été conçu pour les étudiants inscrits au cours CHM1711 Principes de chimie à l'Université d'Ottawa.

Stratified lakes exhibit vertical gradients in organisms, nutrients, and oxygen, which have important implications for ecosystem structure and functioning. Mixing disrupts these gradients by redistributing these materials throughout the water column. Consequently, it is critical to understand the drivers of lake mixing and thermal stratification, especially because of the sensitivity of lake thermal conditions to altered climate. In this module, students will explore spatial and temporal patterns of lake mixing using high-frequency temperature data from lakes around the world. They will also explore how increases in air temperature affect thermal stratification by interpreting output from a lake model. Project EDDIE modules are designed with an A-B-C structure to make them flexible and adaptable to a range of student levels and course structures.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This lab exercise is intended to introduce students to the fundamentals of GIS as part of two - three hour lab periods. The exercise provides experience with GIS software as part of a spatial analysis exercise. Students map water quality data and compare these results with land use within the Androscoggin River Watershed.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

An exercise in which students apply limiting reactants, mass ratios and percent yields to suggest an optimum industrial process. Cost figures are provided but students are told to come up with, and defend, their own criteria for their recommendation.

Freshmen enrolled in the Spaceship Earth Living Learning Community conduct research on a real project that is formulated and conducted during a 2-semester academic year.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The job of a synthetic chemist is akin to that of an architect. While the architect could actually see the building he is constructing, a molecular architect called chemist is handicapped by the fact that the molecule he is synthesizing is too small to be seen. With such a limitation, how does he ‘see’ the developing structure? For this purpose, a chemist makes use of spectroscopic tools. How does he cut, tailor and glue the components on a molecule that he cannot see? For this purpose chemists have developed molecular level tools called Reagents and Reactions. How does he clean the debris and produce pure molecules? This feat is achieved by crystallization, distillation and extensive use of Chromatography techniques. A mastery over several such techniques enables the molecular architect (popularly known as organic chemist) to achieve the challenging task of synthesizing the myriade of molecular structures encountered in Natural Products Chemistry, Drug Chemistry and modern Molecular Materials. In this task, organic chemists are further guided by several ‘thumb rules’ that chemists have evolved over the past two centuries.

This exercise is centered around a suite of rocks from the Sierra Nevada batholith. The activities are designed to give petrology students a capstone experience for the igneous portion of the upper-level Petrology course. Students are given thin sections with hand samples, a map and a table of geochemical analyses (in Excel format) and asked to record hand-sample and thin section observations with the idea that these will be used to understand processes that were active during batholith generation. By the time they encounter this lab, the students have spent at least 7 lab periods looking at a variety of igneous rocks and their textures. Because students are given geochemical analyses, they are also expected to experiment with the use of graphs (e.g., Harker and spider diagrams) to better understand tables of geochemical analyses. The students use observations about rocks and geochemistry to build a coherent story around these rocks; the final product is a short paper in which they use petrographic observations and geochemical diagrams to back up their interpretations.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The presentation is an introduction to the control of magma chemical compositions by the fractionation of crystallizing phases. It is followed by a lab exercise where students interpret volcanic rock petrology and a geochemical data set (from Iceland) in terms of sequences of fractionating phases.

It is a useful as an introduction because it shows clearly, with data points, interpreted lines, and oral explanation how fractionating crystals can, in principal, control the chemical composition of derivative magmas.

In context, this presentation is shown after phase diagram lectures and exercises, and it is linked to them by examining phase diagrams that illustrate the crystallization sequence (Olivine-plagioclase-augite). Further, a following lab exercise has the students deduce somewhat similar crystal fractionation controls for a set of Iceland lavas (for phenocryst petrology) and geochemical data sets (with which control lines are plotted).

The presentation itself is not enough to make the connection between liquid composition changes, phase diagrams, and chemistry, but in the context of earlier phase diagrams, presentation, return to phase diagrams, and the petrology-geochemistry Iceland exercise, it helps get across the idea of how crystal fractionation can control magma evolution.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This problem set introduces some of the more advanced uses of Excel to not only calculate how the chemistry of a magma changes with crystallization but also to see how the liquidus assemblage can drastically change the evolution of the remaining magma. Once they have their calculations complete, students plot the results and answer questions on the geochemical trends observed through the crystallization sequence. This problem set reinforces quantitative problem solving skills using a spreadsheet and has the students think about mineralogical controls on magma evolution.

This exercise is modified from one that Clark Johnson assigned at University of Wisconsin. I find this exercise to be more instructive for some of the tricks and tools in Excel, but there are some interesting questions that can derive from it. This assignment is often the first time the light goes on that you can end up with different composition magmas depending on what minerals are crystallizing, and that depends on the pressure of crystallization. There are many more questions that could be asked, such as where does this model fall short? What could be added or considered to make this a more realistic simulation of fractionation (more trace elements or REE).

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Dissolved ions are present in all freshwater systems, but humans can change the chemical composition of freshwater in several ways. In this activity, students will examine the concentration of major ions in freshwater systems over time and reason about potential drivers of these changes.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this activity, students use the virtual lab to create stock solutions starting from solid salts. Students must first calculate the correct amount of solid to make the 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.

Short Description:
Most chemistry textbooks introduce students to the mathematics of chemistry, such as scientific notation, significant digits, and unit conversions. However, many students need to review and practice other mathematical topics, such as powers of ten, metric prefixes and conversions, determining when conversions are exact or measured, solving equations for a variable, and canceling units. This book contains tutorials on these topics, as well as links to more practice problems. It is suitable for any beginning introductory or general chemistry student.

Word Count: 5839

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

As an analytical chemist at a company developing new engine coolants your task is to determine the heat capacity of a newly developed product and then to determine if its heat capacity is greater of less than that of ethylene glycol.

This group learning activity involves students in an engaging review of concepts of microbiology. The review is set up as a power point presentation in the style of the "Jeopardy" gameshow where students groups compete against each other to answer review questions.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This group learning activity involves students in an engaging review of concepts of microbiology. The review is set up as a power point presentation in the style of the "Jeopardy" gameshow where students groups compete against each other to answer review questions.

This problem set challenges students to determine the chemical classification of minerals based on their chemical formula (provided). For oxygen-bearing minerals, students must also provide the valences of the various cations.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)