Many chemical reactions are reversible, and the forward and backward reactions can occur at the same time. When the rate of the forward reaction is equal to the rate of the backward reaction, we call that a dynamic equilibrium. We will learn how equilibrium can be described by the equilibrium constant K, and how different factors than can affect the chemical equilibrium.

We are now going to delve into the heart of chemistry. We learn ways of representing molecules and how molecules react. To do this, we'll even think about "how many" of a molecule we have using a quantity called a "mole".

Students will study how temp and concentration affect reaction rates and then design a procedure to get the reaction to occur in a specified amount of time.

This activity is a lab designed for students to combust magnesium and use results to explain oxidation/reduction reactions.

Students explore the science of microbial fuel cells (MFCs) by using a molecular modeling set to model the processes of photosynthesis and cellular respiration—building on the concept of MFCs that they learned in the associated lesson, “Photosynthesis and Cellular Respiration at the Atomic Level.” Students demonstrate the law of conservation of matter by counting atoms in the molecular modeling set. They also re-engineer a new molecular model from which to further gain an understanding of these concepts.

Students create silver nanoparticles using a chemical process; however, since these particles are not observable to the naked eye, they use empirical evidence and reasoning to discover them. Students first look for evidence of a chemical reaction by mixing various solutions and observing any reactions that may occur. Students discover that copper and tannic acids from tea reduce silver nitrate, which in turn form silver. They complete the reaction, allow the water to evaporate, and observe the silver nanoparticles they created in plastic dishes using a stereo microscope. Students iterate on their initial process and test to see if they can improve the manufacturing process of silver nanoparticles.

Students acquire a basic understanding of the science and engineering of space travel as well as a brief history of space exploration. They learn about the scientists and engineers who made space travel possible and briefly examine some famous space missions. Finally, they learn the basics of rocket science (Newton's third law of motion), the main components of rockets and the U.S. space shuttle, and how engineers are involved in creating and launching spacecraft.

In this activity, students perform an experiment to determine the heat of a reaction.

In this electrochemistry activity, learners will explore two examples of electroplating. In Part 1, zinc from a galvanized nail (an iron nail which has been coated with zinc by dipping it in molten zinc) will be plated onto a copper penny. In Part 2, copper from a penny will be plated onto a nickel.

This activity is a lab investigation where students collect data concerning and endothermic and exothermic reaction.

This lab activity is designed to have students use their knowledge of balancing and identifying chemcial reactions and apply it in a fun and interesting way!

This is the first semester in a two-semester introductory course focused on current theories of structure and mechanism in organic chemistry, their historical development, and their basis in experimental observation. The course is open to freshmen with excellent preparation in chemistry and physics, and it aims to develop both taste for original science and intellectual skills necessary for creative research.

In this activity, students investigate the simulated use of solid rocket fuel by using an antacid tablet. Students observe the effect that surface area and temperature has on chemical reactions. Also, students compare the reaction time using two different reactants: water and vinegar. Finally, students report their results using a bar graph.

The overall goal of the authors with General Chemistry: Principles, Patterns, and Applications was to produce a text that introduces the students to the relevance and excitement of chemistry.Although much of first-year chemistry is taught as a service course, Bruce and Patricia feel there is no reason that the intrinsic excitement and potential of chemistry cannot be the focal point of the text and the course. So, they emphasize the positive aspects of chemistry and its relationship to studentsŐ lives, which requires bringing in applications early and often. In addition, the authors feel that many first year chemistry students have an enthusiasm for biologically and medically relevant topics, so they use an integrated approach in their text that includes explicit discussions of biological and environmental applications of chemistry.

In this unit designed for an integrated middle school science classroom, students investigate why athletes ice injuries. This leads students to wonder why actual bags of ice are used instead of the instant ice packs found in first aid kits. Students then investigate the chemical reaction occurring within an instant ice pack and work to develop a better design.

Anchoring Phenomenon: First aid care for musculoskeletal injuries using bags of ice instead of instant ice packs containing an endothermic chemical reaction.

NGSS PEs Addressed: MS-PS1-1; MS-PS1-2; MS-PS1-5; MS-PS1-6; MS-PS3-3; MS-LS1-8; MS-ETS1-1

Cover Image Source: https://www.stack.com/a/cryotherapy

This text been designed for an undergraduate human anatomy and physiology course at a medium sized public university. This text has been modified from the original OpenStax text to encourage more active reading for an early undergraduate student taking the first semester of a year-long human anatomy and physiology course sequence. This text has been targeted to our student population, consisting primarily of first semester pre-nursing and kinesiology majors at a university with a high proportion of first generation and PELL-eligible students who benefit from lower barriers to entry into the field. Therefore, freely-available and differently presented text can be beneficial to this student population. This version was designed with the intention of distributing it section by section through a learning management system. If this mode of distribution is used, connection to an assessment tool could be utilized. Systems covered include skeletal, muscular, cardiovascular, respiratory, and nervous.

As this text reorganizes and modifies an OpenStax’s Anatomy and Physiology 2e (see related resources link below), chapter numbers and chapter section numbers from the original have been preserved in this document. Material supplemented from other sources is cited within the text.

Course connections: Undergraduate courses aimed towards freshmen or sophomore, including Anatomy and Physiology, Introduction to Anatomy and Physiology, Physiology, Introduction to Physiology, Human Biology or similar with a human focus.

This lab exercise exposes students to a potentially new alternative energy source hydrogen gas. Student teams are given a hydrogen generator and an oxygen generator. They balance the chemical equation for the combustion of hydrogen gas in the presence of oxygen. Then they analyze what the equation really means. Two hypotheses are given, based on what one might predict upon analyzing the chemical equation. Once students have thought about the process, they are walked through the experiment and shown how to collect the gas in different ratios. By trial and error, students determine the ideal combustion ratio. For both volume of explosion and kick generated by explosion, they qualitatively record results on a 0-4 scale. Then, students evaluate their collected results to see if the hypotheses were correct and how their results match the theoretical equation. Students learn that while hydrogen will most commonly be used for fuel cells (no combustion situation), it has been used in rocket engines (for which a tremendous combustion occurs).

During this activity students build a plastic pipette rocket. The first concept will to learn how igniting varying mixtures of hydrogen and oxygen will affect how far the rocket will fly. Second students will observe and manipulate variables to better understand the fundamental chemistry concepts: principles of combustion reactions, kinetics, stoichiometry, gas mixtures, rocketry, and different types of chemical reactions. Finally, students will assess their own understanding of these chemistry concepts by investigating how NASA scientists launch real rockets into space. One follow-up activity would be to investigate and collect data on a launching a heavier object at the school football field.

This lab gives students the opportunity to find the optimum mixture of hydrogen and oxygen as they react on a micro-scale.

In this activity, learners investigate the speed of chemical reactions with light sticks. Learners discover that reactions can be sped up or slowed down due to temperature changes.