In this activity, students explore the effect of chemical erosion on statues and monuments. They use chalk to see what happens when limestone is placed in liquids with different pH values. They also learn several things that engineers are doing to reduce the effects of acid rain.
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How do strong and weak acids differ? Use lab tools on your computer to find out! Dip the paper or the probe into solution to measure the pH, or put in the electrodes to measure the conductivity. Then see how concentration and strength affect pH. Can a weak acid solution have the same pH as a strong acid solution?
Students are introduced to the differences between acids and bases and how to use indicators, such as pH paper and red cabbage juice, to distinguish between them.
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.
In this section we will be talking about the basics of acids and bases and how acid-base chemistry is related to chemical equilibrium. We will cover acid and base definitions, pH, acid-base equilibria, acid-base properties of salts, and the pH of salt solutions.
All biological cells require the transport of materials across the plasma membrane into and out of the cell. By infusing cubes of agar with a pH indicator, and then soaking the treated cubes in vinegar, you can model how diffusion occurs in cells. Then, by observing cubes of different sizes, you can discover why larger cells might need extra help to transport materials.
A course for students pursuing a technical career requiring basic laboratory skills. A hands-on approach to instrumentation use, care and maintenance is provided. Topics of study include evaluation and preparation of solutions, viscosity and pH measurements, spectroscopy, protein determination, and separation techniques such as filtration, centrifugation, chromatography, and electrophoresis. Documentation and quality assurance are stressed. (2 lecture hours and 4 lab hours per week-this course is a 4 credit course)
Additional activities can be found here: https://drive.google.com/drive/u/1/folders/0B1vNIEHzvHmHSkFQcnQtUS1xZm8
Students hypothesize whether vinegar and ammonia-based glass cleaner are acids or bases. They create designs on index cards using these substances as invisible inks. After the index cards have dried, they apply red cabbage juice as an indicator to reveal the designs.
Students learn the basics of acid/base chemistry in a fun, interactive way by studying instances of acid/base chemistry found in popular films such as Harry Potter and the Prisoner of Azkaban and National Treasure. Students learn what acids, bases and indicators are and how they can be used, including invisible ink. They also learn how engineers use acids and bases every day to better our quality of life. Students' interest is piqued by the use of popular culture in the classroom.
Students use a simple pH indicator to measure how much CO2 is produced during respiration, at rest and after exercising. They begin by comparing some common household solutions in order to determine the color change of the indicator. They review the concepts of pH and respiration and extend their knowledge to measuring the effectiveness of bioremediation in the environment.
Learn about chemical tests through engaging, bitesize animated videos. They are organised into these chapters: testing gases, testing liquids, pH indicators, testing for ions and separation techniques.
People around the world are fascinated about the preparation of food for eating. There are countless cooking books, TV shows, celebrity chefs and kitchen gadgets that make cooking an enjoyable activity for everyone. The chemistry of cooking course seeks to understand the science behind our most popular meals by studying the behavior of atoms and molecules present in food. This book is intended to give students a basic understanding of the chemistry involved in cooking such as caramelization, Maillard reaction, acid-base reactions, catalysis, and fermentation. Students will be able to use chemistry language to describe the process of cooking, apply chemistry knowledge to solve questions related to food, and ultimately create their own recipes.
In this video, Jonathan examines the biology of coral reefs and their importance to the marine ecosystem. Please see the accompanying lesson plan that discusses pH and ocean acidification for educational objectives, discussion points and classroom activities.
How can an understanding of pH—a logarithmic scale used to identify the acidity or basicity of a water-based solution—be used to design and create a color-changing paint? This activity provides students the opportunity to extract dyes from natural products and test dyes for acids or bases as teams develop a prototype “paint” that is eventually applied to help with a wall redesign at a local children’s hospital. Students learn about how dyes are extracted from organic material and use the engineering design process to test dyes using a variety of indicators to achieve the right color for their prototype. Students iterate on their dyes and use ratios and proportions to calculate the amount of dye needed to successfully complete their painting project.
In this capstone course students will use new and previous knowledge about drug delivery to design capstone innovation project. Throughout the course students will engage in learning opportunities in drug delivery, gain a better understanding of anatomy and physiology related to drug delivery, and participate in a self-directed project to solve a problem. This learning tool will guide students through the process of understanding drug delivery and how drug delivery is applied to treating infectious diseases. DDF’s capstone project is aligned with NGSS and Common Core standards in math and ELA core curriculum. The learning activities, final project, and mid-unit assessments are provided to the teacher and students in the form of eLearning readings, quizzes, interactive tools, and presentation outlines. Students using this module should find success in self-directed learning, though the of use additional resources in the community, at school, at DDF, and in scientific literature, may help them achieve their goal.For more information about expanded learning opportunities, questions about the program, and assistance with learning tools, please contact our DDF eLearning Project Manager Lindsay Malcolm: email@example.com
Students will be able to design and defend a salmon rearing tank for the highest survival rate. They will measure temperature, ph and ammonia on daily basis and make needed adjustments. Given unit ending data students will be able to determine the optimal design for a salmon rearing tank using patterns between water conditions and survival rates.
Student teams locate a contaminant spill in a hypothetical site by measuring the pH of soil samples. Then they predict the direction of groundwater flow using mathematical modeling. They also use the engineering design process to come up with alternative treatments for the contaminated water.