Module OverviewThis course is an OER section developed by Dr. Ara Kahyaoglu for Bergen Community College.  The primary text was developed for the Saylor Academy and is modified to better serve the course objectives for BCC students.Chapter 4 - Electronic Structure4.1   LightLearning Objectives        1.    Describe light with its frequency and wavelength.        2.    Describe light as a particle of energy.4.2 Quantum Numbers for ElectronsLearning Objectives        1.    Explain what spectra are.        2.    Learn the quantum numbers that are assigned to electrons.4.3 Organization of Electrons in Atoms (electron configuration)Learning Objectives        1.    Learn how electrons are organized in atoms.        2.    Represent the organization of electrons by an electron configuration.4.4 Electronic Structure and the Periodic TableLearning Objectives        1.    Relate the electron configurations of the elements to the shape of the periodic table.        2.    Determine the expected electron configuration of an element by its place on the periodic table. 

This course is an OER section developed by Dr. Ara Kahyaoglu for Bergen Community College.  The primary text was developed for the Saylor Academy and is modified to better serve the course objectives for BCC students.Chapter 6 - Chemical Bonding6.1   Lewis Electron Dot DiagramsLearning Objectives        1.    Draw a Lewis electron dot diagram for an atom or a monatomic ion.6.2 Electron Transfer: Ionic BondsLearning Objectives        1.    State the octet rule        2.    Define ionic bond       3.     Demonstrate electron transfer between atoms to form ionic bonds6.3 Covalent BondsLearning Objectives        1.    Define covalent bond        2.    Illustrate covalent bond formation with Lewis electron dot diagrams6.4 Other Aspects of Covalent BondsLearning Objectives1. Describe a nonpolar bond and a polar bond.2. Use electronegativity to determine whether a bond between two elements will be nonpolar covalent, polar covalent, or ionic.3. Describe the bond energy of a covalent bond.6.6  Molecular ShapesLearning Objective1. Determine the shape of simple molecules6.7 End-of-Chapter Material

This course is an OER section developed by Dr. Ara Kahyaoglu for Bergen Community College.  The primary text was developed for the Saylor Academy and is modified to better serve the course objectives for BCC students.Chapter 6 - Chemical Bonding6.1   Lewis Electron Dot DiagramsLearning Objectives        1.    Draw a Lewis electron dot diagram for an atom or a monatomic ion.6.2 Electron Transfer: Ionic BondsLearning Objectives        1.    State the octet rule        2.    Define ionic bond       3.     Demonstrate electron transfer between atoms to form ionic bonds6.3 Covalent BondsLearning Objectives        1.    Define covalent bond        2.    Illustrate covalent bond formation with Lewis electron dot diagrams6.4 Other Aspects of Covalent BondsLearning Objectives1. Describe a nonpolar bond and a polar bond.2. Use electronegativity to determine whether a bond between two elements will be nonpolar covalent, polar covalent, or ionic.3. Describe the bond energy of a covalent bond.6.6  Molecular ShapesLearning Objective1. Determine the shape of simple molecules6.7 End-of-Chapter Material

CK-12 Physical Science Concepts covers the study of physical science for middle school students. The 5 chapters provide an introduction to physical science, matter, states of matter, chemical interactions and bonds, chemical reactions, motion and forces, and the types and characteristics of energy.

Short Description:
CLUE was designed to help students attain a confident, competent, and coherent understanding of basic chemistry, in particular of the chemistry associated with organisms and their origins.

Long Description:
Chemistry, Life the Universe and Everything (CLUE) is a transformed general chemistry curriculum, developed by an interdisciplinary team of a chemist and a molecular biologist, that aims to bring about evidence-based change in general chemistry. General Chemistry is a gateway course for many students intending on careers in scientific, engineering, and health care-related disciplines. While there have been many attempts to improve the outcomes for these students, little has changed over the past 60 years. Recent transformation efforts have focused primarily on incorporating student engagement techniques into the course, rather than considering what it is that is important for students to learn. CLUE is different. CLUE was developed using a design research approach that focuses on scaffolded progressions around four core ideas: structure and properties, bonding and interactions, energy, and change and stability. The course emphasizes causal mechanistic reasoning in order to help students move beyond knowing that, to knowing how and knowing why chemical phenomena occur.

Word Count: 104795

ISBN: 978-1-62610-101-2

(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.)

This activity is a project-based inquiry where students design and create a machine to complete a task. Then students will be asked to calculate velocities, kinetic energy and potential energies of various parts of their machine.

SYNOPSIS: This lesson introduces solar energy and tasks students with solving an algebraic equation to determine the amount of daily sunlight needed to make a solar panel effective.

SCIENTIST NOTES: This lesson lets students analyze peak sun hours needed to generate electricity from a solar panel. The equation used in the calculation is appropriate, and students would be able to calculate their electricity footprint in real-time. All accompanying materials, case studies, and activities contained in this lesson are well-sourced. Accordingly, this lesson has passed our science credibility and is recommended for teaching.

POSITIVES:
-The lesson is personalized to the students' community, which will make it more engaging and relevant.
-This lesson ties closely with the following lesson in the unit, but it can also be used as a standalone lesson if desired.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 5 in our 6-8th grade Renewable Energy Algebra unit.
-Students should be familiar with renewable energy. If not, more time may be needed in the Inquire section to introduce renewable energy. This video can be used.
-Students should know kWh refers to Kilowatt-hour. This interactive map about the carbon intensity of electricity by country measured in kWh can support students with better visualizing the unit.
-Students should understand that kilo means 1,000, so a kilowatt is 1,000 watts. This reading can help students build background knowledge on electric power and its units of measure.

DIFFERENTIATION:
-Teachers can have students work with a partner on the calculations in the Investigate section and purposefully group students based on skill level.
-Teachers can work with small groups of students who may need additional assistance with the calculations.
-Teachers can limit the number of questions students complete. The questions get progressively more difficult.
-Some questions have the same setup but use different numbers. If necessary, some could be taken out to save time (questions 1-4 and questions 5-7).

In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.

Step 1 - Inquire: Students complete calculations to determine if the average American home could be powered using solar panels.

Step 2 - Investigate: Students explore the Google Project Sunroof site and use data on their home address to solve problems.

Step 3 - Inspire: Students discuss the benefits and drawbacks to using solar energy and explore equity issues related to the affordability of solar panels.

SYNOPSIS: In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.

SCIENTIST NOTES: This lesson lets students evaluate the impact of solar energy in addressing the energy crisis and energy inequities, especially in low-income communities. It would build their analytic skills in calculating the amount of energy a solar panel can produce per hour, which is important information for houseowners to choose the size of solar panels to build. All materials embedded in the lesson are illustrative and were fact-checked thoroughly. On that account, this lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-Students are able to use algebra skills in real-world applications.
-The lesson is engaging for students because it is personalized to each student's actual home or local building.

ADDITIONAL PREREQUISITES:
-This lesson is 2 of 5 in our 6-8th Grade Renewable Energy Algebra unit.
-If teachers did not complete lesson 1, omit questions 1, 3, and 5 on the Student Document and use this video to introduce solar energy and its connections to climate change.
-Slides 14-16 are vocabulary words from the first lesson that teachers may wish to review with students again or introduce if teachers skipped lesson 1.
-Students need access to computers and calculators for this lesson.

DIFFERENTIATION:
-Students can work individually or in groups.
-If students do not feel comfortable using their actual address, they can select a random nearby address to use.
-Teachers can walk students through certain calculations as a class. Teachers can also pull small groups to work through any areas with the most needs.

SYNOPSIS: In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.

SCIENTIST NOTES: This lesson has students determine the energy generated from a wind turbine. They would be able to analyze the number of units needed for a household, a community, or a small town and share with their community the pros and cons of investing in wind power. All materials were thoroughly reviewed, and this lesson has passed the credibility review process.

POSITIVES:
-Students use their algebra skills in a real-world application.
-The calculations are relevant to students because they estimate the number of wind turbines needed for their own city.
-Students practice supporting their ideas with evidence, which is a skill that is applicable across all disciplines.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 5 in the 6th-8th grade Renewable Energy Algebra unit.
-Students will need calculators.
-Teachers may need to provide the population of their city to students for question 5 on the Student Document.
-One-to-one technology is ideal. If this is not possible, omit questions 9 and 10 on the Student Document or complete these questions as a class.

DIFFERENTIATION:
-Teachers can have students work in pairs or small groups to complete the calculations instead of individually.
-The discussion at the end of the lesson could be done as a whole group instead of first in pairs.
-Teachers can complete the first few questions with students to get them started before letting them work individually.

SYNOPSIS: In this lesson, students learn about climate change, calculate their carbon footprint, and take steps to reduce their carbon footprint.

SCIENTIST NOTES: After introducing students to climate change, this lesson immediately makes the climate crisis personal, challenging them to analyze how their behavior affects the climate. Excellent video resources from National Geographic and Rutgers are presented that explain the climate crisis and how it impacts New Jersey and provide actionable steps to conserve energy and mitigate climate change. Individuals are tasked with calculating their climate footprint and then creating a weeklong journal that aids them in discovering ways to reduce carbon emissions. These journals provide students with practice constructing and then solving their own word problems before comparing their results with other students. Finally, groups create posters that demonstrate how they can affect change in their community. This lesson plan is well-sourced, offers multiple opportunities for collaborative learning, and is recommended for teaching.

POSITIVES:
-This lesson includes hands-on activities that relate to students’ daily lives and the real world.
-Materials are easily accessible for teachers without much planning.
-The lesson is intended for students to be reflective, creative, cooperative, and innovative.

ADDITIONAL PREREQUISITES:
-Teachers should have a basic understanding of climate change.
-Students should understand cooperative learning essentials, including how to be a good teammate and how to work in groups.

DIFFERENTIATION:
-Two carbon footprint calculator options are provided. Students can use one or both.
-Children’s literature can be used to support English Language Learners or provide supplements for enrichment. Possible books include:
-The Tantrum that Saved the World by Megan Herbert and Michael E. Mann
-Winston of Churchill: One Bear’s Battle Against Global Warming by Jean Davies Okimoto
-The Magic School Bus and the Climate Challenge by Joanna Cole
-What Is Climate Change? by Gail Herman
-It’s Your World: Get Informed, Get Inspired, & Get Going by Chelsea Clinton
-The Last Wild by Piers Torday
-Our House Is on Fire by Jeanette Winter
-Saving Earth Climate Change and the Fight for Our Future by Olugbemisola Rhuday-Perkovich
-Additional resources for enrichment can be found at NOAA.gov and EnergyStar.gov.

This is a very short exercise designed to get students to understand how the Gibbs energy equation is used to calculate the location of a reaction in P-T space. I use it in-class and have students work on it in groups.

Besides calculating the location of one reactions, students also have to think a bit about the significance of volume and entropy with regard to mineral stability.

This exercise is very straightforward EXCEPT that students get the units (bars, Kbar, cc, etc.) confused.

(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.)

Prior to assigning this activity in lecture, students gather information about their personal energy consumption so that they can calculate their personal carbon footprint. Specifically they need to determine the gas mileage of their vehicle, the average number of miles they drive in a month, and bring to class an electric bill and a natural gas bill from their apartment. I provide the appropriate information for students living in dorms. Their task during the class period is to assemble this information and calculate how much carbon their activities are responsible for generating. Once this portion of the assignment is complete, they investigate options for reducing their carbon emissions and the costs of those options. The pros and cons of carbon-reduction strategies form the basis for the class discussion. Lastly, students are asked to brain storm a list of potential carbon sources that are not included in this simple exercise, such as the carbon required to make the things we buy (computers, edible dinosaurs, q-tips, etc.).

(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 online game activity allows the learners to calculate their carbon footprint using a French language calculator developed by a Swiss environmental organization. Students will describe their results in French and engage in related expansion activities for the language class.

Do you know how many calories are in a macadamia nut? This video segment highlighting a Calorimetry experiment will give you the answer.

SYNOPSIS: In this lesson, students learn about the impact of household energy use on climate change and compare and contrast strategies to reduce emissions in Chile and the United States.

SCIENTIST NOTES: Energy-efficient homes are an important part of solving the climate crisis, as this lesson explains. This lesson shows how Chile is planning to make homes more energy efficient. This lesson passed the scientific review process.

Los hogares energéticamente eficientes son una parte importante de la solución de la crisis climática, como se explica en esta lección. Esta lección muestra cómo Chile está planeando hacer que los hogares más eficientes energéticamente. Esta lección pasó el proceso de revisión científica.

POSITIVES:
-Students immerse in authentic Spanish language audiovisual resources and explore cultural perspectives in addition to learning about climate change.
-The lesson includes many hands-on and communicative activities.
-Teachers can customize the lesson by selecting activities from each section that best fit their class.

ADDITIONAL PREREQUISITES:
-Students should be familiar with numbers, weather, some geographical features, parts of a house, and household activities prior to this lesson.
-Students should have basic skills in the present tense to describe a place in a house and be able to ask and answer questions about daily activities.
-The card game in the Investigate section requires a set of cards for every 4-5 students to be printed, cut, and pasted onto a sturdy backing.
-The communicative game in the Inspire section requires a die or set of dice for each pair of students.

DIFFERENTIATION:
-Students can watch the videos as a class, in pairs, or individually.
-Novice students can focus on describing what they see in the videos using familiar vocabulary and can use the English language version of the EPA website.
-Novice-high and Intermediate-low students can engage with the spoken and written messages in the videos and use the Spanish language version of the EPA website.

Students conduct a greenhouse gas emission inventory for their college or university as a required part of the American College and University Presidents Climate Commitment.

Small groups of students examine a candle to consider its chemical properties. Class discussion follows to consider macro vs. molecular events, energy, phase changes, etc.

Increased energy use per capita is linked to decreased poverty rates. Modest energy increases can lead to significant poverty reduction, but the relationship is not always linear. Factors like governance and social policies also influence poverty levels. Beyond a certain threshold, further energy increases have diminishing returns.