In this activity, students are led through some introductory lecture material on rare earth elements, distribution coefficients, and the derivation of equations relating element concentrations in solids and liquids during processes of both equilibrium and fractional melting and crystallization. This lecture material is interspersed with class discussion questions that seek to actively query the students' stepwise understanding of concepts. The activity culminates in the students' construction of rare earth element diagrams for rock samples, a fractional crystallization numerical model (e.g. a spreadsheet) for forward modeling and comparison to data, and an equilibrium modal melting model, again for comparison to a real data set.

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Spreadsheets Across the Curriculum module. Students build spreadsheets to forward model an example of exponential decay and interpret the meaning of the decay constant.

This set of problems involves calculations of changes in radiogenic isotope ratios. It requires students to understand the concept of an isochron and how isotope ratios change (or do not change) during magma mixing and crystal fractionation.

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This is a short experimental study of what happens to aluminum hydroxide, silicic acid, magnesium oxide, and calcium carbonate (or reagents of instructors choice) when they are heated to 110 and 1200 degrees.

Students determine the formula and calculate the mole percent and weight percent of each element and oxide in each reagent.
They heat the samples and calculate percentage weight loss or gain.
Finally, they write a lab report summarizing their results.

Be sure to have students save their samples for later use in a lab that introduces X-ray diffraction.

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In this pair of activities, students start by using published data to predict what will happen to groundwater composition as a consequence of chemical weathering. The data are provided in a spreadsheet (Hinman_weathering). Students are given the histograms only; both are normalized to 100 %, while one includes silica and the other does not. Students must use resources to predict how groundwater composition will change as a consequence of the observed weathering, and support those predictions using balanced chemical-weathering equations. Afterwards, they conduct a laboratory experiment in which they subject crushed rock to four types of solutions (acid solution, organic-rich solution, rainwater, and alkaline solution). The pH of each solution is measured, and subsequently adjusted after 24 and 48 hours. Solutions are sampled after 14 days. They are analyzed by ICP, and the compositions reported to students for comparison with their predictions.

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Students choose a project on an area of the geosciences in which one or more mineral's chemistry and/or crystal structure is significant to understanding that geoscience problem. They then study that mineral in detail in both hand sample and on the SEM, XRF, XRD, and/or in thin section. Students may provide your own sample or use a sample from the student collection. For practicality sake, the sample must be available and not so valuable or rare that we cannot let you use pieces of it for the project. Additionally, the mineral studied in detail must be significantly different than those they will be tested on for the final exam.

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This research-based student project used the problem of ocean acidification to cover the sustainability concept of fossil fuel combustion and the disciplinary concepts of kinetics, equilibrium, acid-base chemistry and solubility.

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This activity provides an approach to teach field methods that is programmed to avoid common pitfalls in teaching field methods to students. The two common problems that are avoided is familiarity with equipment and improved group function.

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O presente Produto Educacional apresenta-se na forma de uma Sequência Didática (SD) que aborda os cuidados com o uso e descarte dos óleos vegetais comestíveis, objetivando a redução do consumo de frituras e a disposição ambientalmente adequada dos óleos vegetais residuais (OVR), por meio do enfoque dos danos produzidos por essas substâncias à saúde e ao meio ambiente.
A SD é disponibilizada na forma de um Manual de Orientação ilustrado e colorido, direcionado a alunos do 3º ano do ensino médio, aplicável na disciplina de Química, entretanto pode ser utilizada por outros componentes curriculares afins.
Prioriza-se o protagonismo do aluno por meio da utilização de vídeos, artigos, reportagens, realização de quiz e execução de atividades práticas que reutilizam os OVR, oportunizando mudanças de hábitos nos envolvidos quanto ao consumo e descarte dessas substâncias, configurando esse Produto Educacional como uma estratégia facilitadora no processo ensino-aprendizagem das Ciências Ambientais, contribuindo para a implementação de metas dos Objetivos do Desenvolvimento Sustentável.

Word Count: 67604

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In this exercise students work with light, temperature, and phytoplankton biomass proxy (chlorophyll a concentration) data to;

Become more skilled in reading and interpreting semi log graphs, temperature profiles, and time series plots.
Practice unit conversions.
Gain an understanding of k, the attenuation coefficient for nondirectional light.
See how the depth of the photic zone and the surface mixed layer varies seasonally at temperate latitudes and how this relates to seasonal phytoplankton productivity dynamics.

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In this activity, students collaboratively "build" the hydrologic cycle and use it as a starting point for thinking about the composition of seawater.

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In this exercise, students use a data table of depth, porosity, Pb-210 activity, CaCO3 concentration, 14C age and d13C values to calculate mass accumulation rates, linear sedimentation rates, CaCO3 dissolution and contributions of terrestrial vs aquatic organic matter in a hypothetical coastal sediment core.

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A simulation of a semi micro qualitative analysis mixture has been created, so that students understand the tests and are able to make inferences  in an online mode.This material has been created so that the students have a near laboratory experience 

This is a simulation created for a semi-micro qualitative analysis of a mixture containing two cations and two anions.

In this computer lab activity, students explore and discuss the nature of the sensitivity of parameters in a chaotic system. As a result, they understand the challenges of numerical simulation and/or parameters estimation in chaotic systems.

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A mineralogical, petrological, and geophysical exploration of the role of serpentinite in subduction zones, as highlighted in the two NSF-MARGINS Subduction Factory focus sites.

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This activity is designed to enhance student comprehension of mineralogy and its applications by having students read scientific articles from the journal American Mineralogist, answer questions, and discuss the article in class.

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In this activity, undergraduate students will prepare carbonate samples (calcite and rhodochrosite) for analysis by a single crystal X-ray diffractometer (SCXRD). The SCXRD analysis will determine the unit cell dimensions, crystal system, and the space group. This includes the a, b, and c axis in angstroms (Ã); and the Î, Î, and Î angles in degrees. Calcite and rhodochrosite were chosen because the solid solution substitution of Mn2+ for Ca2+ will cause the size of the unit cell to decrease. This allows for students to make connections between the abstract concepts of unit cell, atomic substitutions, and solid solutions.
After completing this lab students should have a stronger comprehension of the unit cell and how it relates to solid solutions. A better understanding of cations and cation size. They will gain analytical experience through interaction with the SCXRD and by analyzing the single crystal samples under the stereomicroscope.
This activity was a result of National Science Foundation Improving Undergraduate STEM Education: Pathways into Geoscience (ICER 1911476) to Barbosa and MacDonald, and, Major Research Instrumentation Program (CHE 1919785) to McManus.

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Remove a problem species and make a natural soap! Lindsay Hollister, JPPM's horticulturalist, shares how to identify the invasive English Ivy vine and make a soap from the saponins it naturally produces. These molecules naturally deter predators from eating the species, but their structures also make them bond to both waters and fats. Consider using the video or conducting the activity at your location as an integrated introduction to learning about biodiversity and the structures of molecules or atoms, since saponins are valuable as a soap because they are able to bond with either water or fats/lipids.

Always be sure you can successfully identify a plant before using it and take precautions to avoid negative reactions.

This resource is part of Jefferson Patterson Park and Museum’s open educational resources project to provide history, ecology, archaeology, and conservation resources related to our 560 acre public park. JPPM is a part of the Maryland Historical Trust under the Maryland Department of Planning. If you evaluate or use this resource, please respond to this short (4 question!) survey at bit.ly/3GrTjPk