The students will be exploring the concept of radioactive decay and half-life. They will be completing an activity, followed by discussion and and calculations. After discussion, the students will be completing a PHET simulation.
Compiled by Kyle Gray, University of Akron, 'krg10@uakron.edu' and David N. Steer, University of Akron, 'steer@uakron.edu'
(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.)
In this ZOOM video segment, join Hana as she learns traditional Japanese drumming with her Taiko group.
In this activity about chemistry and electricity, learners form a battery by placing their hands onto plates of different metals. Learners detect the current by reading a DC microammeter attached to the metal plates. Learners experiment with different metals to find out what combination produces the most current as well as testing what happens when they press harder on the plates or wet their hands. Learners also investigate what happens when they wire the plates to a voltmeter.
Minerals are inorganic chemical compounds with a wide range of physical and chemical properties. Geologists frequently measure and observe properties such as hardness, specific gravity, color, etc. Unfortunately, students usually view these properties simply as tools for identifying unknown mineral specimens. One of the objectives of this exercise is to make students aware of the fact that minerals have many additional properties that can be measured, and that all of the physical and chemical properties of minerals have important applications beyond that of simple mineral identification.
Please do not let the title of this exercise scare you away. Introducing students to thermodynamics is not the primary objective. Getting students to "do" science - to observe, record, and interpret experimental data - is the primary goal. Heat capacity just happens to be a good vehicle for this purpose.
(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.)
Discover how electricity can be converted into other forms of energy such as light and heat. Connect resistors and holiday light bulbs to simple circuits and monitor the temperature over time. Investigate the differences in temperature between the circuit with the resistor and the circuit using the bulb.
In this video adapted from the National Science Center, observe a demonstration to discover how helium gas is inert and hydrogen gas is reactive.
The student will be able to define and describe herbicide formulation types. Students will understand basics and importance of a jar test. Students will be able to follow tank mixing order instructions
The student will be able to define and describe herbicide formulation types. Students will be able to discuss pros and cons for each type of formulation
This task by ClimeTime educators at Graham Kapowsin High School, is for high school chemistry students studying pH and/or equilibrium or for high school environmental science students studying ocean acidification. Students identify patterns and connections between graphs of atmospheric carbon dioxide concentrations, oceanic carbon dioxide concentrations, and ocean pH. Given chemical equations for calcium carbonate formation and bicarbonate formation, students explain how atmospheric carbon dioxide concentration increases and ocean acidification impact the ability of sea life to form shells.
This resource includes a student task document, teacher guide, and task facilitation slides.
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 Patterns High School Science Sequence is a three year course pathway and curriculum aligned to the Next Generation Science Standards (NGSS). The sequence consists of freshman physics, sophomore chemistry, and junior biology courses. Each course utilizes common instructional strategies and real world phenomena and design challenges that engage students and support their learning. The curriculum is a combination of teacher-generated and curated open-content materials. The Teacher generated materials are shared freely under a Attribution-NonCommercial-Sharealike Creative Commons License. Teacher workshops for each course are offered each summer in the Portland-Metro area. For more information, see our Professional Development page.
How did we get here? Well, in terms of Atomic Chemistry, Hank takes us on a tour of the folks that were part of the long chain of other folks who helped us get to these deeper understandings of the world. From Leucippus to Heisenberg to you - yes, YOU - the story of Atomic Chemistry is all wibbly-wobbly... and amazing.
The information shared within this website was carefully curated and designed to promote quality online teaching and learning experiences for Organic Chemistry I faculty and students within the University of North Carolina System.
Turn a solution of sugar and water into candy and learn some chemistry in the process!
Guidelines to easyl make your own ethanol based hand rub sanitizer
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.
(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.)
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.
In this classic hands-on activity, learners estimate the length of a molecule by floating a fatty acid (oleic acid) on water. This lab asks learners to record measurements and make calculations related to volume, diameter, area, and height. Learners also convert meters into nanometers. Includes teacher and student worksheets but lacks in depth procedure information. The author suggests educators search the web for more complete lab instructions.
This inquiry lab activity allows the students to explore limiting reagents with a simple acid and base reaction.