In this video segment, the ZOOM cast demonstrates how to use cabbage juice to find out if a solution is an acid or a base.

Anatomy and Physiology is a dynamic textbook for the two-semester human anatomy and physiology course for life science and allied health majors. The book is organized by body system and covers standard scope and sequence requirements. Its lucid text, strategically constructed art, career features, and links to external learning tools address the critical teaching and learning challenges in the course. The web-based version of Anatomy and Physiology also features links to surgical videos, histology, and interactive diagrams.

Both of these lessons are classroom activities that require students to build models that display understanding of atoms and molecules. One lesson is structured while the other is guided.

How do you know if a chemical equation is balanced? What can you change to balance an equation? Play a game to test your ideas!

This assignment reviews basic of chemistry for students who should have had 2 introductory semesters of basic chemistry prior to enrolling in the Fundamental of Water Quality course for which the assignment is used. Assignment reviews basic equation balancing and questions about valence and concentration conversion that students will confront regularly in any geochemistry course.

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Blue Coral Periodic Table is your quick guide to all 118 elements. Swipe and tap your way across the table for quick stats on each element. Dive deeper and recolor the table with patterns based off properties such as boiling point, melting point, and atomic radius.

View the atomic model for each element and see how the electron configuration changes as you move from element to element.

Blue Coral Periodic Table is fully responsive in the web browser for large and small devices in both horizontal and vertical orientations.

All living beings are made up of cells. Some of them are made up of only one cell and others have many cells. Also in: Dutch | French | Hungarian | Spanish

The purpose of this exercise is to understand the capability and limitations of several instruments (AA, ICP-OES, ICP-MS) used for geochemical analysis. Students compare and contrast the cost, detection limits, etc. of these instruments.

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In this assignment, students in small groups are asked to interpret and explain a figure depicting one aspect of marine carbon biogeochemistry. Then a representative of each group explains the figure to the class.

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The purpose of this assignment is for students to synthesize field observations, petrography, and whole-rock chemical analyses in order to investigate chemical differentiation processes in a basaltic magma chamber. The students first complete a petrography lab on both hand samples and thin sections that represent a complete stratigraphic section through sill at Fort Lee, NJ. I then provide them with major- and trace-element data and a table of distribution coefficients for common phases that would be crystallizing from basaltic magma. I then ask them to discuss the chemical differentiation of the sill by writing up a 1-2 page interpretative summary based on their petrographic observations and the chemical data.

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Matching game, including matching common ionic charges and ions and the compounds they form and naming of greek prefixes for covalent molecules.

This activity provides a demonstration and lab exploration of one of the main "building blocks" of the periodic table of elements: chlorine. During the lab, students compare physical and chemical properties of chlorine compounds.

Students will be able to differentiate between pure substances and mixtures, as well as elements, compounds, homogeneous mixtures, and heterogeneous mixtures.

Based on the 2010 Scientific American paper by Hazen, and the more technical 2008 paper of Hazen et al, both of which explore the effect of the biosphere on the tremendous number of mineral species that occur on Earth compared to the lesser number we believe we are seeing on other planets. This tackles the idea of mineralogy/geochemistry evolving over time as do biological systems, rather than being a static system with no hysteresis or temporal aspect to it. Students work in small groups to decide which groups of minerals have been most affected by a variety of biological influences, and how. Then the class as a whole compares their conclusions group by group.

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In this exercise, students use whole-rock major- and trace-element compositions of volcanic rocks to explore the origins of compositional variation in igneous suites. With the help of detailed step-by-step instructions, datasets from the Yellowstone and Crater Lake calderas are downloaded from the GEOROC database, imported into Excel spreadsheets, and graphed in the form of "Harker" diagrams to learn about the different petrogeneses of these two volcanic suites.

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This homework assignment is designed to give the students practice in developing a simple conceptual model using reservoirs, fluxes, and simple calculations of sediment, carbon and nutrient accumulation in a typical reservoir/river system. This assignment is typically used after an introductory lecture to biogeochemical cycles and gives the students a concrete example of nutrient and sediment issues in surface water systems.

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In this exercise, students use major-element compositions of whole-rocks, volcanic glasses, and minerals in lavas and drill cores from the solidified Kilauea Iki lava lake. The data is presented in the form of a "precompiled" spreadsheet which contains selected analyses culled from the GEOROC database and a USGS Open File report. Students make graphs from the data to learn about the petrologic processes related to the eruption and in situ crystallization of basaltic magma.

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In this laboratory exercise students explore the crystallization behavior of a rock of known composition at 1 atmosphere pressure using experimental and numerical methods and phase diagrams. They also create and use diagrams to classify their igneous rock and identify its tectonic setting. They compare results of the three methods, and then give a presentation of their results to the class.

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