Search For: glass
Learners examine the formation of radial and concentric fractures as an object breaks a pane of glass.
Visualizes direction and quantity of glass particles as the glass is impacted by a force.
In this interactive and animated object, learners examine orthographic projection and the Glass Box Theory. Front, side, and top view development is demonstrated with pictorial views of each object to help develop 2D to 3D visualization skills.
Learners examine how chemists use moles to "count" atoms by weight. Examples are given.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
Learners examine how vapor pressure is calculated. The vapor pressure of a liquid increases with increasing temperature. If the heat of vaporization and the vapor pressure at one temperature are known, the vapor pressure at a second temperature can be calculated.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
Learners use the coefficients in a balanced equation to develop the mole ratios of reactants and products involved in the reaction. Five interactive examples illustrate the method, and students test their knowledge by working four problems.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
In this animated object, learners examine how gas volume varies directly with absolute temperature (K at constant pressure). An example of a sample of gas at two conditions of volume and temperature is used to illustrate the law.
By Dr. Miriam Douglass Dr. Martin McClinton
In this interactive object, learners use the ideal gas law to solve a practice problem.
By Dr. Miriam Douglass Dr. Martin McClinton
In this animated and interactive object, learners examine the properties of liquids, solids, and gases.
By Dr. Miriam Douglass Dr. Martin McClinton
In this brief object, learners examine the direct relationship between the volume of a gas sample and the number of moles of gas. A problem is presented so students can test their knowledge of Avogadro's Law.
Learners examine the method for calculating the atomic weight of copper from the natural percent composition of each of its two isotopes.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
Learners examine graphs and read that the heat of fusion is the heat energy absorbed by one mole of solid as it is converted to liquid, while the heat of vaporization is the heat energy absorbed by one mole of liquid as it is converted to gas.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
Learners view several movie clips that demonstrate the use of an indicator to follow the neutralization reaction that occurs when an acid and a base are mixed. Students test their knowledge in a series of questions. Immediate feedback is given.
By Dr. Miriam Douglass Dr. Martin McClinton
In this interactive object, learners calculate the amount of heat evolved or absorbed in chemical reactions. Four practice problems are provided.
Learners examine a table containing the names of common cations and anions. They then check their knowledge by answering a series of questions.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
Learners calculate gas density from the standard molar volume and observe how the density increases with the increasing molecular weight of the gas.
Students review the positions of metals, metalloids, and nonmetals in the Periodic Table and the general characteristics of each. A quiz completes the object.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
Learners view movie clips to determine the solubility of two ionic compounds. They also examine a solubility chart and predict the solubility of compounds.
By Dr. Miriam Douglass Dr. Martin McClinton
Learners identify combination, decomposition, displacement, and combustion types of redox reactions. They also watch a video clip that demonstrates the reaction of sodium and water.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton
In this animated activity, learners examine the terms "half-reaction," "oxidizing agent," and "reducing agent" and follow five interactive examples to balance equations for oxidation-reduction reactions. Three problems are provided as a self-check.
By Debbie McClinton Dr. Miriam Douglass Dr. Martin McClinton