This assignment connects aspects of green chemistry and environmental stewardship with some of the skills and theory involved in natural products chemistry and separation methods.

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The High School Integrated Conceptual Science Program (ICSP) is a NGSS-aligned curriculum that utilizes the conceptual progressions model for bundling of the NGSS, High School Conceptual Model Course 1 and strategies from Ambitious Science Teaching (AST) to focus on teaching practices needed to engage students in science discourse and learning. Course 1 is the High School Integrated Physics and Chemsitry Course.   The goal of these units is to encourage students to continue in STEM by providing engaging and aligned curriculum. The focus of this year long course is on the first year of high school (freshman).  While the course is designed to be taught as a collection of the units, each unit could be taught as a separate unit in a science course.  A video about the new course shared its unique approach to learning and teaching. Wenatchee School District, one of the participating districts, wanted a way to share the program with the community. https://youtu.be/9AGk19YUi2oCourse 1 of the ICSP development was funded by Northwest Earth and Space Sciences Pipeline (NESSP) which is funded through the NASA Science Mission Directorate and housed with Washington NASA Space Grant Consortium at the University of Washington.

The assignment will begin with teaching proper water collection and use of equipment for hydrochemical field work. Once the class is familiar with sample collecting technques, the class takes a field trip to several springs within the Madera Limestone, Sandia Mountains New Mexico. Collecting waters and obtaining hydrochemical field parameters for each spring location as well as collecting groundwater from one well in the same aquifer. Returning to the lab and preparing and running samples for ion analysis.

Spring waters will then be compared to well water and average precipitation data available from the USGS. Geochemical modeling will then be completed to understand the proportion of aquifer, precipitation and possible deeply sourced waters found in the spring waters.

The outcomes include 1) teaching proper sampling techniques 2) proper preparation of samples for ion analysis 3) Geochemical modeling to understand mixing

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This is the data collection portion of a semester-long project. Before this lab, students will have graphed discharge data for one previous water year, graphed similar data collected by classes during a previous year, written one-page explanations of the techniques that they will be using, and speculated about the results they expect to get. After this lab, their data will be shared with other lab sections, which will have collected similar data at other sites along the same river. Each research group will present their preliminary data to the class during a later lab meeting, and the class will discuss how the different types of data relate to one another. The project culminates in a final paper (one per research group).

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This chemistry activity was created to enhance student learning about periodic trends. The activity utilizes a dynamic visualization tool for the periodic table and elements enabling exploration of trends based on atomic size, ionization energy, covalent radius, and many more.  

This work is an adaptation of the following OpenStax textbooks:Chemistry 2e, CC BY, access for free at https://openstax.org/books/chemistry-2e/pages/1-introduction  Principles of Economics 2e, CC BY, access for free at https://openstax.org/books/principles-economics-2e/pages/1-introduction   

By the end of this section, you will be able to:Describe the four major types of lipidsExplain the role of fats in storing energyDifferentiate between saturated and unsaturated fatty acidsDescribe phospholipids and their role in cellsDefine the basic structure of a steroid and some functions of steroidsExplain the how cholesterol helps to maintain the fluid nature of the plasma membrane

The videos of this YouTube playlist were created by students of UT Austin's "General Physics II" (PHY 317L) class, a calculus-based, undergraduate, introductory physics class aimed at pre-med, chemistry, and life-sciences students. These videos explain how a physics concept from the course relates to a biomedical application. These videos are aimed at an audience of graduating high-school seniors / incoming college freshmen.Please note that the playlist contains videos that may either have the standard YouTube license or the CC BY license.

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Using Open Educational Resources to Support Online Dual Enrollment Chemistry Course.This resource includes the session abstract, presenter(s), resources, and recording. 

An example problem of finding the final temperature upon the heat exchange of two materials

General Chemistry is a two-semester course (General Chemistry I, SCC 201 and General Chemistry II, SCC 202) required for majors in Biology and Environmental Sciences.
This lab experiment, aligned to LaGuardia Community College‰Ûªs Inquiry and Problem Solving Core Competency and Written Communication Ability was designed for General Chemistry I (SCC 201 Honors) course. Honors courses in LaGuardia emphasize critical thinking, analytical writing, and introduce students to research. This lab experiment provides an opportunity for students to engage in hands-on laboratory work, to develop laboratory skills, and to conduct research in the classroom by using two water soluble porphyrins to detect transition metal ions in a solution and on a paper support. Overall, this experiment was designed to meet the demand for undergraduate research experiences and to engage all the students in addressing a research question or problem that is of interest to the scientific community.
In order to demonstrate their learning, students write a formal lab report which includes an understanding of experiment procedures (methods and techniques), safety hazards, instrumentation, understanding of concepts and theories gained by performing the experiment, collecting data through observation and/or experimentation, interpretation of the data (Ultraviolet-visible spectra), analysis of the data in tables and graphs, and drawing conclusions and perspective from the experiment. The knowledge students gain during this lab experiment will be useful to connect with future chemistry courses and can also be utilized to do research. The lab write-up is deposited for the assessment of the Written Communication Ability to which SCC 201 is aligned.
This experiment also raises awareness about a global concern. Students detect transition metal ions in aqueous solutions by use of porphyrins. Due to rapid growth in technology and industrialization, transition metals are used in large amounts in a variety of electronic products. The improper preservation of the industrial wastes leads to accumulation of these metals into water resources, which can create danger to human health and the environment. Therefore, there is a need to carefully monitor and frequently detect transition metal ions content in the environment.
This lab experiment was implemented in an Honors section of General Chemistry SCC 201 and was worth about 3.5% of the final grade. The students are likely to spend 3 hours completing the experiment in the lab and another 3-4 hours completing the lab write-up.
The Program Goals that this assignment targets:
1. To provide training to the students in various lab techniques and how to utilize these techniques to conduct research.
The Student Learning Objective (s) that this assignment targets:
1. Students will have an enhanced conceptual understanding of the theory to practice relationship and will achieve higher level reasoning skills.
2. Students will be able to develop their practical competence in laboratory work.
3. Students will be able to collect data through observation and/or experimentation, preparation of solutions of known concentration, characterize the compounds by UV-vis spectra, and draw conclusions and perspective of the experiment.
4. Communicate their results through the formal lab report format of: Introduction, Chemicals, Procedure, Data, Discussion and References.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
The Course Objective (s) that this assignment targets:
1. Based on the principles of environmental chemistry, students will be able to detect the transition metal ions using a porphyrin as a sensor and explore the complex connections between chemistry and real world issues.
2. Observe, collect, analyze and interpret experimental data and graph the UV visible spectra using Microsoft Excel.

In this activity, students conduct a short hands-on demonstration that simulates ocean acidification resulting from excess atmospheric carbon dioxide and discuss potential implications of increases in ocean temperatures and acidification due to climate change.

By the end of this section, you will be able to:Discuss the role of carbohydrates in cells and in the extracellular materials of animals and plantsExplain the classifications of carbohydratesList common monosaccharides, disaccharides, and polysaccharides

By the end of this section, you will be able to:Describe the functions proteins perform in the cell and in tissuesDiscuss the relationship between amino acids and proteinsExplain the four levels of protein organizationDescribe the ways in which protein shape and function are linked

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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The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.