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Open Chemistry Online: Chemistry 2 (Version 2) [Canvas Course, and All Files]
No full textThank you for choosing Open Chemistry Online for your pursuit of chemistry knowledge! My name is Dr. Alex Saltzman and I look forward to walking you through chemistry’s unique view of the world.
New for version 2 is the deployment of the course into a Canvas cartridge (import as “Common Cartridge 1.x Package”). Other LMS may work but have not been tested with this project.
The course is organized into the following modules, following the corresponding chapters in the OpenStax Chemistry 2e textbook:
Module 0: Course IntroductionModule 1: Equilibrium Ch. 13Module 2: Kinetics Ch. 12.1-12.4 (Focus: 12.2-12.3)Module 3: Reaction Coordinates andCatalysisCh. 12.5-12.7Module 4: Acids and Bases Ch. 14.1-14.5Module 5: Buffer Solutions Ch. 14.6Module 6: Titrations Ch. 14.7Module 7: Thermodynamics Ch. 16Module 8: Redox Reactions Ch. 4.2, 17.1Module 9: Electrochemistry Ch. 17.2-17.4Module 10: Solubility Ch. 15.1Module 11: Complex Ion Formation Ch. 15.2-15.3Module 12: Nuclear Chemistry Ch. 21 (Focus: 21.1-21.3)Module 13: Coordination Chemistry Ch. 19.1-19.2Module 14: Solid State Chemistry Ch. 10.5-10.6
The modules within this document should stand well enough alone, but if you are looking to use thisresource as comprehensively as possible, here are things to consider for getting the most out of eachsubject.
1) These modules do not necessarily make up a comprehensive Chem 2 course! The intention of thisresource is to complement an existing class, provide a refresher for a student, or structure a selfguidedprogram.
2) For instructors – this course is well suited for University Chemistry for majors, General Chemistry 2or AP chemistry. The majority of the 15 modules will be included in these courses.
3) Each module contains an “introduction” file, which holds learning objectives and suggestedreadings. Begin there if you are looking for a more comprehensive experience. This file alsocontains captions and attribution information for all figures.
4) After completing each video, complete the corresponding 10-question quiz. If you are getting 8-9 correct, you are well on your way! Consider viewing the video again and retaking the quiz for 100%.
5) Each module also contains a CHALLENGE quiz. Take the quiz and try to hold yourself to a 15- minute time limit. There is also a REVIEW video of this written quiz that details the solution.
Remember, chemistry is a subject of scientific inquiry – continue to ask questions, find answers in the videos, text, and further literature, and discuss the subject with your peers and experts – and you will findsuccess!
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Safe Sex Practices and Social Support Typologies in Digital Spaces: Assessing Nigerian Gay Men’s Sexual Health Information Exchange on Social Media
Full text linkAn Enhanced "Flux-Corrected Transport"-Based Plasmasphere Refilling Model
Full text linkA previously developed multi-ion, two-stream Flux-Corrected Transport (FCT) hydrodynamic model for plasmasphere refilling has been extended to incorporate self-consistent electron temperature evolution. The past assumption of a constant temperature along the modeled flux tube has been replaced by solving the electron energy equation, permitting spatially and temporally varying temperature. This improvement provides a more physically complete representation of the pressure and ambipolar electric-field gradients that influence ion transport. The extended model allows us to investigate two-stage refilling behavior established by prior observations and simulations. The model continues to reproduce the expected dominance of H+, enhanced early-time O+ contributions, and the coupling between H+ and He+ through the ambipolar electric field during the transition between stages. Sensitivity experiments with modified initial ion concentrations, including cases representing seasonal effects, highlight the distinct roles of each ion species in shaping the refilling trajectory. Comparisons across L-shells 3 and 4 further confirm the robustness of the model framework for future extension to three-dimensional geometries. Overall, by incorporating more realistic temperature variations, this enhanced model strengthens the physical understanding for interpreting complex multi-ion transport processes during plasmasphere recovery following geomagnetic storms.</p
FIRED Guinea-Bissau Nov 2000 - December 2024
No full textThis is event-level polygons for the fire event delineation (FIRED) product for GUINEA-BISSAU from November 2000 to December 2024. It is derived from the MODIS MCD64A1 burned area product (see https://lpdaac.usgs.gov/products/mcd64a1v061/ for more details). The MCD64A1 is a monthly raster grid of estimated burned dates. Firedpy (https://github.com/earthlab/firedpy) is an algorithm that converts these rasters into events by stacking the entire time series into a spatial-temporal data cube, then uses an algorithm to assign event identification numbers to pixels that fit into the same 3-dimensional spatial temporal window. This particular dataset was created using a spatial parameter of 1 pixels and 5 days. Daily polygons are included and the event identification numbers are the same for both files, but the event-level product has only single polygons for each entire event, while the daily product has separate polygons for each date per event. See the associated paper for more details on the methods and more:Balch, J.K.; St. Denis, L.A.; Mahood, A.L.; Mietkiewicz, N.P.; Williams, T.M.; McGlinchy, J.; Cook, M.C. FIRED (Fire Events Delineation): An Open, Flexible Algorithm and Database of US Fire Events Derived from the MODIS Burned Area Product (2001–2019). Remote Sens. 2020, 12, 3498. https://doi.org/10.3390/rs12213498 </p
Putting the ‘I’ Back in BIPOC: Indigenous-Specific Inclusion Initiatives across Academic Libraries in the United States and Canada
Full text linkThis study examines academic libraries’ resources and services specificallycentering Indigenous patrons and Indigenous Knowledge, as well as targetedsupport for Critical Indigenous Studies (CIS) academic programs.</p
Collaborative Dramaturgy for Student Activism: Engaging and Challenging Advanced 9th Grade Language Arts Students in the Age of Common Core
Full text linkCollaborative Dramaturgy for Student Activism is a pedagogical method with a special focus on secondary student populations. This strategy combines traditional dramaturgical practices with various applied theatre techniques such as Augusto Boal’s Theatre of the Oppressed (TO) and educational concepts grounded in Paulo Freire’s Pedagogy of the Oppressed. This dissertation details the use of this pedagogical method with advanced and Talented and Gifted students in advanced 9th grade classrooms in which Shakespeare’s Much Ado About Nothing was used as the dramaturgical focus. The use of this method began with the script analysis conducted by the student dramaturgy teams and culminated with student performances and student-led educational outreach workshops which utilized Theatre of the Oppressed strategies. Research conclusions found that Collaborative Dramaturgy for Student Activism challenges advanced and Talented and Gifted (TAG) 9th grade language arts students in mastering Common Core State Standards (CCSS) while engaging in relevant social issues in their community.
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Community Aerosol and Radiation Model for Atmospheres (CARMA) standalone 4.11 code
No full textCARMA is a general-purpose sectional microphysics code that has been used to study a wide variety of aerosols in planetary atmospheres. It originated from a one-dimensional stratospheric aerosol code developed by Turco et al. (1979) and Toon et al. (1979) that included both gas-phase sulfur chemistry and aerosol microphysics. The model was improved and extended to three dimensions as described by Toon et al. (1988). CARMA has been applied to almost every cloud and aerosol on Earth, as well as those on Venus, Mars, Titan, and exoplanets. This is the standalone CARMA version 4.11. To get the latest code, please download from https://github.com/ESCOMP/CARMA_base. </p
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