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?

The PhET project at the University of Colorado creates "fun, interactive, research-based simulations of physical phenomena." This particular one deals with Beer's Law. "The thicker the glass, the darker the brew, the less the light that passes through." Make colorful concentrated and dilute solutions and explore how much light they absorb and transmit using a virtual spectrophotometer! The simulation is also paired with a teachers' guide and related resources from PhET. The simulation is also available in multiple languages.

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.

Watch your solution change color as you mix chemicals with water. Then check molarity with the concentration meter. What are all the ways you can change the concentration of your solution? Switch solutes to compare different chemicals and find out how concentrated you can go before you hit saturation!

In this activity, learners conduct an oxidation experiment that turns old pennies bright and shiny. Learners soak 20 dull, dirty pennies in a bowl of salt and vinegar for five minutes. They rinse half the pennies with water, then compare the rinsed pennies to the unrinsed after all pennies sit and dry for about an hour. Learners also observe what happens when they submerge a screw and nail in the liquid compared to a nail only half-way submerged.

These are activities where students explore chemical reactions, as well as the effects of concentrated solutions.

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 course looks at all forms that energy exists. It explains how energy is used in: transport, agriculture, industry, commerce and households. It describes how energy is stored using storage systems such as: battery, flywheels, compressed air, chemical energy systems and pumped storage. This course explains the problem of depletion of energy resources. It describes the environmental damage associated with the use of fossil fuels, acid rains, dangers posed by leaded fuels, oil spills, gas leaks and explosions, water pollution caused by poorly managed coal mines, and air pollution. It describes the environmental damage associated with the use of fuelwood, uranium, hydro-power plants and wind. It also explains possible solutions to the energy-related problems.

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.

Students gain an understanding of the difference between electrical conductors and insulators, and experience recognizing a conductor by its material properties. In a hands-on activity, students build a conductivity tester to determine whether different objects are conductors or insulators. In another activity, students use their understanding of electrical properties to choose appropriate materials to design and build their own basic circuit switch.

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 activity helps students understand how mixtures are formed. They will make predictions regarding the rate of mixing. Students should report that the variation of heated water and crushed sugar creates the shortest mixing time.

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.

This activity is a classroom investigation where students separate pigment in dyes in order to learn about mixtures and solutions. They use chromatography to design and experiment with a single variable to answer a question about which ink will separate the most - has the greatest variety of pigment.

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.

This investigation is to help reinforce the idea that a mixture can be taken apart by physical means. It will be set up as a contest in which students will have 3 hours of class to separate as much pure substance as they can. These will be broken into percentages based on purity and the amount they have been able to separate. There is no procedure written so students have a completely open and inquiry based activity.

Learn about concentrations of solutions. If you brew tea or coffee for too long, it gets really strong, bitter, and dark. But if you add water, you can lessen its strength. So, when we talk about how strong our coffee is, we are really talking about CONCENTRATION. Like stirring a teaspoon of sugar into a cup of tea, solids can have a concentration in a liquid, but first, they need to be able to dissolve into a solution (solubility). But, is there a limit to how much of a solid the solution can take in? Through some sweet treats, you can eat, let's explore the scientific concepts of concentration, solubility, and supersaturated solutions. I promise you it's going to ROCK! Developed for students in grades 6-10.

This activity is an extension activity following a unit study on mixtures and solution. Students will use variables to create a unique cola formula and present their findings.

This Chemistry experiment investigates physical changes, solutions, supersaturated solutions, and states of matter.

This activity is a laboratory extension where students test and collect data on two kitchen materials in the categories of solubility, saturation, chemical reaction and weights. Thus, giving students opportunity to reinforce skills already learned.