The General Chemistry Virtual Textbook, or Chem 1, is broken into several sections covering various aspects of topics related to chemistry. This section covers a variety of topics related to moles, including molecular weight and density of a gas, mole fractions, molar mass of a gas mixture, and more.

With an overview of seven topics related to solutions, this .pdf file provides information on everything from osmosis and osmotic pressure to ions in aqueous solution. Other topics include solutions of volatile substances, methods of expressing the concentration of a solution, and more.

This informative site contains basic information, offered in a straightforward way, on what constitutes a mixture. Examples and illustrations are part of this site.

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.

This lesson has students solving the mystery of a note by conducting chromatography. They will test different washable markers and see that different marker colors are made up of various pigments. They will compare and contrast the note chromatography with other chromatography results from a variety of markers.

This is a laboratory investigation where students will use the scientific method to solve a new, experimental question in chromatography.

Students investigate the property dependence between concentrations and boiling point. In section 1, students first investigate the boiling point of various liquid solutions. In section 2, they analyze data collected by the entire class to generate two boiling point curves, one for salt solutions and one for sugar solutions. Finally, in section 3, students use the data they have analyzed to determine how to create a solution that has a particular boiling point and is a cost-effective design.

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

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.

A biologist must be able to work with and understand a variety of mixtures. In the following video David Caprette, PhD, describes types of mixtures, and their properties, that might be encountered in a biological laboratory, and discusses basic equipment for solution making, terms and concepts related to formulas, and the concept of the mole. [25:04]

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.

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.

Ratios

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Calculate with whole numbers up to 100 using all four operations.
Understand fraction notation and percents and translate among fractions, decimal numbers, and percents.
Interpret and use a number line.
Use tables to solve problems.
Use tape diagrams to solve problems.
Sketch and interpret graphs.
Write and interpret equations.

Lesson Flow

The first part of the unit begins with an exploration activity that focuses on a ratio as a way to compare the amount of egg and the amount of flour in a mixture. The context motivates a specific understanding of the use of, and need for, ratios as a way of making comparisons between quantities. Following this lesson, the usefulness of ratios in comparing quantities is developed in more detail, including a contrast to using subtraction to find differences. Students learn to interpret and express ratios as fractions, as decimal numbers, in a:b form, in words, and as data; they also learn to identify equivalent ratios.

The focus of the middle part of the unit is on the tools used to represent ratio relationships and on simplifying and comparing ratios. Students learn to use tape diagrams first, then double number lines, and finally ratio tables and graphs. As these tools are introduced, students use them in problem-solving contexts to solve ratio problems, including an investigation of glide ratios. Students are asked to make connections and distinctions among these forms of representation throughout these lessons. Students also choose a ratio project in this part of the unit (Lesson 8).

The third and last part of the unit covers understanding percents, including those greater than 100%.

Students have ample opportunities to check, deepen, and apply their understanding of ratios, including percents, with the selection of problems in the Gallery.

Students are asked to fix a botched mixture that does not follow a given recipe. To fix the mixture, students must find a ratio of eggs to flour that is equivalent to 2:3, but without explicit instruction on the concept of equivalent ratios.Key ConceptsStudents are invited to investigate the underlying idea of equivalent ratios by “correcting” the ratio between two ingredients in a botched mixture that does not follow a given recipe.Goals and Learning ObjectivesExplore a problem based on a recipe with two ingredients.Share approaches, clarify reasoning, and develop clear explanations of how to know a mixture has the right balance of ingredients.

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.

This quick-lab provides a concrete experience with crystal formation from saturated salt solutions that can help students make solubility problems more relevant to their experience.