This activity teaches students about the periodic table and how element properties can be predicted through periodic trends.
Proof: Any subspace basis has same number of elements. Created by Sal Khan.
Learn about properties of matter through engaging, bitesize animated videos. There are many videos organised into these chapters: solids liquids and gases, elements compounds and mixtures, atomic structure, periodic table, ionic bonding, covalent bonding and metallic bonding.
In this physics activity, students will review and investigate stability of the nucleus of various elements. They will then determine factors that affect the stability of the nucleus.
In this brief pre-lecture quiz, students are asked to consider concepts that they have learned in previous lectures, and to answer the questions in a short period of time; hopefully without the aid of lecture notes. The quiz allows students to settle into the lecture, arrive late (many are coming from work), and refresh their geochemical knowledge from previous weeks.
In this worksheet students balance chemical equations, work out numbers of moles and masses of compounds, and determine delta H and delta G for a common Earth-surface reaction. This is appropriate for first-year Geology/Earth Sciences students.
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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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Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values.
Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values. Arabic Language.
This group activity charges students with teaching their colleagues about the biogeochemical cycle of one key soil element (e.g., either C, N, S, P, Ca, or Fe). Students are given a single class period to summarize their knowledge and to develop a lesson that includes (1) an organized, 5-8 minute oral presentation, (2) a graphical, conceptual model of their assigned element's soil-biogeochemical cycle, and (3) a list of discussion questions with which to engage their colleagues on the other teams. A second class session is used to refine and to expand upon the submitted models as necessary.
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This activity is a summary/assessment assignment which allows for differentiation and student choice. Students are assessed in their knowledge of the atomic model and the arrangement of elements on the periodic table.
Students will classify elements as metals, non-metals and metalloids based on their observtions of appearance, conductivity, malleability and reactivity with dilute acid. They will observe the location of these groups on the periodic table.
In this activity, students will learn the concept of half-life of a radioactive material. Students will create and be able to recognize a graph representing the half-life of an imaginary radioactive element.
In this session we will examine how to utilize Dynamic Digital Maps (DDMs) in undergraduate petrology courses to bring inaccessible and exciting volcanic field areas to the students in the classroom and to engage the students in authentic research experiences. A DDM is a stand-alone "presentation manager" computer program that contains interactive maps, analytical data, digital images and movies. They are essentially complete geologic maps in digital format, available on CD-ROM and on line. We have developed two different kinds of exercises that use DDMs to provide field-based context for undergraduate research projects in petrology. In one, the students use the DDM of the Tatara-San Pedro volcanic complex of the Andes Mountains of central Chile to develop a group research poster on part of the volcano's evolution, to present to the class, modeled after what would be presented at a national meeting. The second exercise focuses on the Springville Volcanic field, where the students try to understand the magma evolution using both field relations and quantitative modeling skills.
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Read a complete description of how dynamic digital maps work, with more ideas for the classroom. (from Teaching with Data, Simulations and Models)
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Students will fill in a blank periodic table for elements 1-20 using electron-dot models. As a visual tool students should see several periodic trends.
Students investigate where elements are extracted from, the need for elements in society, the scarcity and cost of many elements, and the societal and environmental impacts of extracting elements from the lithosphere.