Chemistry 1120 Laboratory Manual

Word Count: 32979

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Each year, groups of MIT freshmen are introduced to MIT’s laboratory environment through a four-week intensive January course called 5.301 Chemistry Lab Techniques. The stakes are high—students who pass the class are guaranteed a job in an MIT research lab. 
OpenCourseWare documented the experience of 14 students who took this course in January 2012. Follow their journey over 11 episodes and watch as they struggled with, but ultimately mastered, the techniques needed to be successful in an MIT chemistry lab.
WARNING NOTICE
The experiments described in these materials are potentially hazardous. Among other things, the experiments should include the following safety measures: a high level of safety training, special facilities and equipment, the use of proper personal protective equipment, and supervision by appropriate individuals. You bear the sole responsibility, liability, and risk for the implementation of such safety procedures and measures. MIT and Dow shall have no responsibility, liability, or risk for the content or implementation of any of the material presented. Legal Notice

This lesson is designed as a supplement or extension to the 5th grade Smithsonian Science for the Classroom module titled How Can We Provide Freshwater to Those in Need?  This lesson can be taught as an extension following Lesson 2: WATER FOOTPRINT.  This lesson is designed to facilitate student learning about sustainable design and green chemistry principles. 

This is a POGIL activity geared for general chemistry students. The activity guides students through the process of determining how ionic and binary compounds are named as well as inorganic acids.

I HAVE MADE THIS IMAGE ON ON CANVA APP AND IT CONSISTS OF TOPIC LONDON SMOG  WITH SUBTOPICS OF REASON, POLLUTANTS , HEALTH EFFECTS ETC

I ProteoCool is a an open source with simple but Cool Protocols for newbies in the field of molecular biology and protein chemistry.

This activity is a chemistry lab-based investigation where students apply observational skills and critical thinking skills to finding specific heat and heat capacity using different temperatures of water and solids. A final activity will assess students understanding of specific heat and heat capacity and promote data analysis skills, using real-life situations.

This course aims to increase understanding and knowledge of our food and fiber system, giving a starting point for students to explore pathways and occupations related to the agriculture industry, and gain hands-on experience learning basic agricultural practices. This curriculum, designed for eighth-graders, is intended to be student-led and inquiry-based.  Written by Emma Sunderman; Ice Cream in a Bag Lesson Plan by Caleb tenBensel; other activities developed and curated by Nebraska AFNR educators

This activity is an instructional activity that can be used in AP Chemistry with Topic 1.1.  The activity has students arrange samples with different units in three different ways to show that they know how to perform different mole problem calculations.

This module provides an intrioduction to acid and base chemistry. The Arrhenius and Bronsted-Lowry concepts of acids and bases are discussed as well as the pH scale and neutralization reactions.

The evolution of paints has seen advancements from acrylics to smart coatings with self-healing and color-changing properties. Early developments included acrylics, water-based latex paints, polyurethane coatings, powder coatings, and nanotechnology. Breakthroughs introduced advanced smart coatings, graphene-based coatings, bioluminescent paints, and photocatalytic paints. The smart revolution brought self-healing coatings, responsive color-changing paints, anti-graffiti coatings, and hydrochromic/photochromic paints. Future applications include military use for camouflage and safety, energy efficiency, and solar paint for clean energy production.  

Learn about a job as a chemist from the ChemHealthWeb site of the National Institute of General Medical Sciences. See how people from all walks of life, from different countries and cultures, and with very different backgrounds had an interest in chemistry and chose it as their career.

Short Description:
A second semester introductory physics course for life sciences students that looks to deepen students' understanding of biology and chemistry through physics all through the lens of understanding two of the most fundamental particles in the Universe: electrons and photons. The book begins with exploring the quantum mechanical nature of these objects to expand on what students have learned in chemistry and then proceeds to geometric optics (using the human eye as a theme), electrostatics (using membrane potentials), circuits (using the neuron), and finally synthesizing everything in a unit exploring the meaning of "light is an electromagnetic wave."

Long Description:
A second semester introductory physics course for life sciences students that looks to deepen students’ understanding of biology and chemistry through physics all through the lens of understanding two of the most fundamental particles in the Universe: electrons and photons. The book begins with exploring the quantum mechanical nature of these objects to expand on what students have learned in chemistry and then proceeds to geometric optics (using the human eye as a theme), electrostatics (using membrane potentials), circuits (using the neuron), and finally synthesizing everything in a unit exploring the meaning of “light is an electromagnetic wave.”

Word Count: 97595

ISBN: 978-1-945764-07-3

(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 lesson is designed as a supplement or extension to the 5th grade Smithsonian Science for the Classroom module titled How Can We Identify Materials Based on Their Properties?  This lesson can be taught as an extension following Lesson 3: PLANT PRODUCTS or Lesson 6: CHEMISTS MAKE SOLUTIONS.This lesson is designed to facilitate student learning about sustainable design and green chemistry principles.  

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.

The topic of my research in Chemistry is Preparation of Heterogenous Catalysts and their applications in various Organic reactions. This is the broad area of my research. I have identified this field of interest on which I would be spending the next 2.5 to 3 years roughly. Nanotechnology is concerned with the exploration of new nano systems in the physical, chemical and the biological world. The fascination with the nanoscale materials arose from the acquisition of new traits at nano scale, and how the changes in size and shape attribute to change in properties. By replacing traditional bulk materials with equivalent nanoparticles (NPs), we can provide environmentally acceptable and cost-effective approaches for transforming basic materials into valuable chemicals and thereby enhance and use them as active and stable heterogeneous catalysts. Through all the literature survey which I have done, I have designed a 3-stepped process for the synthesis of my heterogeneous catalyst.

The unit “mole” is used in chemistry as a counting unit for measuring the amount of something. One mole of something has 6.02×1023 units of that thing. The magnitude of the number 6.02×1023 is challenging to imagine. The goal of this lesson is for students to understand just how many particles Avogadro's Number truly represents, or, how big is a mole. This lesson is meant for students currently enrolled in a first or second year chemistry course. This lesson is designed to be completed within one approximately 1 hour class; however, completion of optional activities 4 and 5 may require a longer class period or part of a second class period. This lesson requires only pencil and paper, as the activities suggested in this video place an emphasis on helping students develop their “back of the envelope” estimation skills. In fact, calculators and other measuring devices are explicitly discouraged. However, students may require additional supplies (poster board, colored pencils, markers, crayons, etc.) for the final optional/assessment activity, which involves creating a poster to demonstrate the size of a mole of their favorite macroscopic object.

Units... some may say they are usless. However units are very important and fundementally they provide meaning to numbers. So since you are learning chemistry and chemist love units you may just want to jump on the unit train. This module will go over one of the most effective tools to converting units, dimensional analysis.At the end of the module you should be able to...Convert between unit perfixes.Utilize dimensional anlysis to convert between two units. Corresponding OpenStax Textbook Section 1.6Dimensional Analysis

This course provides an introduction to the chemistry of biological, inorganic, and organic molecules. The emphasis is on basic principles of atomic and molecular electronic structure, thermodynamics, acid-base and redox equilibria, chemical kinetics, and catalysis.
In an effort to illuminate connections between chemistry and biology, a list of the biology-, medicine-, and MIT research-related examples used in 5.111 is provided in Biology-Related Examples.
Acknowledgements
Development and implementation of the biology-related materials in this course were funded through an HHMI Professors grant to Prof. Catherine L. Drennan. Videos and captioning were made possible and supported by the MIT Class of 2009.

Students compare the chemistry and structures of biotite, muscovite, and chlorite.

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