Enhanced Introductory College Chemistry

ENHANCED INTRODUCTORY COLLEGE

CHEMISTRY

GREGORY ANDERSON; CARYN FAHEY; JACKIE MACDONALD;

ADRIENNE RICHARDS; SAMANTHA SULLIVAN SAUER; J.R. VAN
HAARLEM; AND DAVID WEGMAN
Enhanced Introductory College Chemistry by Gregory Anderson; Caryn Fahey; Jackie MacDonald; Adrienne Richards; Samantha Sullivan
Sauer; J.R. van Haarlem; and David Wegman is licensed under a Creative Commons Attribution 4.0 International License, except where
otherwise noted.

Except where otherwise noted, Enhanced Introductory College Chemistry by Gregory Anderson, Caryn Fahey, Jackie
MacDonald, Adrienne Richards, Samantha Sullivan Sauer, David Wegman and J.R. van Haarlem is licensed under CC BY
4.0
CONTENTS

Accessing and Using Enhanced Introductory College Chemistry xiii

Acknowledgements xvii
Land Acknowledgements xx
Commitment to Equity, Diversity, Inclusion and Indigenization in Chemistry xxi
Accessibility Statement xxviii

Chapter 1. Welcome to Chemistry!

1.1 Chemistry in Context 5

1.2 Phases and Classification of Matter 13
Chapter 1 - Summary 31
Chapter 1 - Review 32

Chapter 2. Understanding Measurement

2.1 Measurements 41
2.2 Measurement Uncertainty, Accuracy, and Precision 52
2.3 Mathematical Treatment of Measurement Results 65
Chapter 2 - Summary 77
Chapter 2 - Review 79

Chapter 3. Building Blocks of Matter

3.1 Elements 95
3.2 The Periodic Table 102
3.3 Compounds and Formulas 115
Chapter 3 Summary 124
Chapter 3 Review 126

Chapter 4. Matter and its Properties

4.1 Physical and Chemical Properties 133

4.2 Energy Basics 141
4.3 Calorimetry 157
4.4 Enthalpy 174
Chapter 4 - Summary 199
Chapter 4 - Review 201

Chapter 5. Introductory Atomic Theory and Structure

5.1 Early Atomic Theory: Dalton's Model of the Atom 217

5.2 Electric Charge 227
5.3 Subatomic Particles of the Atom 234
5.4 Defining the Nuclear Atom 243
5.5 Isotopes of the Elements 254
5.6 Atomic Mass 265
Chapter 5 - Summary 274
Chapter 5 - Review 277

Chapter 6. Inorganic Compound Nomenclature

6.1 Elements and Their Ions 293

6.2 Writing Formulas of Ionic Compounds 297
6.3 Naming Binary Compounds 305
6.4 Naming Compounds Containing Polyatomic Ions 319
6.5 Naming Acids 328
Chapter 6 - Summary 333
Chapter 6 - Review 335

Chapter 7: A Mole of Compounds

7.1 The Mole Concept and Avogadro's Number 345

7.2 Molecular Mass, Avogadro's Number and The Mole 350
7.3 Percent Composition 366
7.4 Determining Empirical and Molecular Formulas 371
Chapter 7 Summary 383
Chapter 7 - Review 385

Chapter 8: Chemical Equations

8.1 Writing and Balancing Chemical Equations 397

8.2 Classifying Composition, Decomposition, and Combustion Reactions 408
8.3 Classifying and Completing Single- and Double-Displacement Reactions 413
Chapter 8 - Summary 422
Chapter 8 - Review 424

Chapter 9: Stoichiometry using Chemical Equations

9.1 Stoichiometry Basics 435

9.2 Mole-Mass and Mass-Mass Calculations 439
9.3 Limiting Reactants 450
9.4 Reaction Yields 456
Chapter 9 - Summary 461
Chapter 9 - Review 463

Chapter 10: Modern Atomic Theory

10.1 Electromagnetic Radiation 473

10.2 The Bohr Atom 490
10.3 Wave Nature of Matter 503
10.4 Quantum Mechanical Model of the Atom 511
10.5 Atomic Structures of the First 20 Elements 527
10.6 Atomic Properties and Periodic Table Trends 547
Chapter 10 - Summary 561
Chapter 10 - Review 565

Chapter 11: Chemical Bonding

11.1 Ionic Bonding 583

11.2 Covalent Bonding 590
11.3 Lewis Symbols and Structures 600
11.4 Formal Charges and Resonance 618
11.5 Strengths of Ionic and Covalent Bonds 626
11.6 Molecular Structure and Polarity 638
Chapter 11 - Summary 662
Chapter 11 - Review 665
Chapter 12: Gases

12.1 Gas Pressure 697

12.2 Relating Pressure, Volume, Amount, and Temperature: The Ideal Gas Law 713
12.3 Effusion and Diffusion of Gases 734
12.4 Stoichiometry of Gaseous Substances, Mixtures, and Reactions 743
12.5 The Kinetic-Molecular Theory 762
12.6 Non-Ideal Gas Behaviour 771
Chapter 12 - Summary 777
Chapter 12 - Review 779

Chapter 13: Properties of Liquids and Water

13.1 Intermolecular Forces 801

13.2 Properties of Liquids 820
13.3 Phase Transitions 828
13.4 Phase Diagrams 846
13.5 Water: A Special Liquid 858
Chapter 13 - Summary 863
Chapter 13 - Review 865

Chapter 14: Solutions

14.1 Solutions: An introduction 881

14.2 Solubility 890
14.3 Molarity 905
14.4 Other Units for Solution Concentrations 925
14.5 Colligative Properties and Osmosis 934
14.6 Colloids 962
Chapter 14 - Summary 972
Chapter 14 - Review 975

Chapter 15: Reactions in Aqueous Solutions

15.1 Salts 993

15.2 Electrolytes 997
15.3 Precipitation Reactions 1002
15.4 Describing Reactions in Solutions by Writing Molecular, Complete Ionic, and Net 1010
Ionic Equations
Chapter 15 - Summary 1021
Chapter 15 - Review 1023

Chapter 16: Acids and Bases

16.1 Acids and Bases 1033

16.2 Reactions of Acids and Bases 1051
16.3 Ionization of Water 1057
16.4 Introduction to pH and pOH 1063
16.5 Neutralization 1078
16.6 Titrations and Neutralization Calculations 1085
16.7 Buffers 1095
Chapter 16 - Summary 1103
Chapter 16 - Review 1107

Chapter 17: Equilibrium and Equilibrium Constants

17.1 Chemical Reaction Rates 1121

17.2 Chemical Equilibria 1129
17.3 Equilibrium Constants 1136
17.4 Shifting Equilibria: Le Châtelier’s Principle 1149
17.5 Equilibrium Calculations 1159
17.6 Precipitation and Dissolution 1177
17.7 Relative Strengths of Acids and Bases 1196
17.8 Real World Examples of Equilibria 1219
Chapter 17 - Summary 1229
Chapter 17 - Review 1232

Chapter 18: Oxidation-Reduction

18.1 Redox Reactions and Oxidation Numbers 1277

18.2 Balancing Redox Reactions 1285
18.3 Galvanic Cells 1291
18.4 Electrode and Cell Potentials 1299
18.5 Batteries and Fuel Cells 1306
18.6 Corrosion 1314
18.7 Electrolysis 1318
Chapter 18 - Summary 1326
Chapter 18 - Review 1330

Appendix A: The Periodic Table 1339

Appendix B: Essential Mathematics 1345
Appendix C: Units and Conversion Factors 1355
Appendix D: Fundamental Physical Constants 1359
Appendix E: Polyatomic Ions 1361
Appendix F: Water Properties 1365
Appendix G: Composition of Commercial Acids and Bases 1372
Appendix H: Standard Thermodynamic Properties for Selected Substances 1374
Appendix I: Ionization Constants of Weak Acids 1390
Appendix J: Ionization Constants of Weak Bases 1396
Appendix K: Solubility Products 1400
Appendix L: Formation Constants for Complex Ions 1406
Appendix M: Standard Electrode (Half-Cell) Potentials 1410
Glossary 1418
Ancillary Resources for Faculty 1471
 ACCESSING AND USING ENHANCED INTRODUCTORY COLLEGE CHEMISTRY | XIII

ACCESSING AND USING ENHANCED

INTRODUCTORY COLLEGE CHEMISTRY

Welcome to Enhanced Introductory College Chemistry

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XIV | ACCESSING AND USING ENHANCED INTRODUCTORY COLLEGE CHEMISTRY

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 ACCESSING AND USING ENHANCED INTRODUCTORY COLLEGE CHEMISTRY | XV

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 ACKNOWLEDGEMENTS | XVII

ACKNOWLEDGEMENTS

Funding Acknowledgement

This project is made possible with funding by the Government of Ontario and through
eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning
Strategy visit the VLS website (https://vls.ecampusontario.ca).

This open educational resource (OER) textbook was developed collaboratively by Georgian College, Loyalist
College and Conestoga College. Each institution generously provided additional support, with contributors
noted below.

Contributors

Content Authors

• Gregory A. Anderson, HBSc, MSc, PhD – Georgian College

• Jackie MacDonald, HBSc, MSc – Conestoga College
• Adrienne Richards, HBSc, MSc – Georgian College
• J.R. van Haarlem, HBSc, MES – Loyalist College
• David Wegman, HBSc, PhD – Georgian College

Content Reviewer

• Caryn Fahey, BSc, MEd – Loyalist College

Project Manager

• Samantha Sullivan Sauer, HBSc, MASc, BEd – Georgian College

XVIII | ACKNOWLEDGEMENTS

Copyright, AODA & Tech Support

• Jen Booth – Georgian College – BA, MISt – Georgian College

Student Contributors
• Daryl Shaun Aranha – Georgian College
• Benny Baby – Georgian College
• Tania Deane – Conestoga College
• Abiney John- Conestoga College
• Revathi Mahadevan – Georgian College
• David McCuaig – Conestoga College

Additional Administrative Supports

• Holly Ashbourne – Conestoga College
• Kimberlee Carter – Conestoga College
• Amanda Duncan – Georgian College
• Emma Greenfield – Georgian College
• Mark Ihnat – Georgian College
• Jessica Jones – Georgian College
• Sula Levesque – Georgian College
• Debora Moore – Georgian College
• James Yochem – Conestoga College

Original OER Sources

This OER, Enhanced Introductory College Chemistry, is a collection of resources adapted to meet the needs of
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existing content to improve usability and accessibility, incorporate interactive elements and improve the
overall student experience. Except where otherwise noted, images and diagrams are derived from the source
attributed at end of each page. This OER adaptation reuses content from the following key resources:

• General Chemistry 1 & 2 by Rice University, a derivative of Chemistry (Open Stax) by Paul Flowers,
Klaus Theopold, Richard Langley & William R. Robinson and is licensed under CC BY 4.0.
• Chemistry 2e (OpenStax) by Paul Flowers, Klaus Theopold, Richard Langley, William R. Robinson
 ACKNOWLEDGEMENTS | XIX

licensed under CC BY 4.0.

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XX | LAND ACKNOWLEDGEMENTS

LAND ACKNOWLEDGEMENTS

Georgian College
Georgian College acknowledges that all campuses are situated on the traditional land of the Anishnaabeg
people. The Anishnaabeg include the Odawa, Ojibwe and Pottawatomi nations, collectively known as the
Three Fires Confederacy. Georgian College is dedicated to honouring Indigenous history and culture and
committed to moving forward in the spirit of reconciliation and respect with all First Nations, Métis and
Inuit people.

Loyalist College
Loyalist College is located on the territory of the Huron-Wendat, the Anishnaabeg, and the Haudenosaunee
people. We acknowledge our shared obligation to respect, honour, and sustain these lands and the natural
resources contained within.

Conestoga College
At Conestoga College, we would like to acknowledge that in Kitchener, Waterloo, Cambridge and Brantford
we are located on the Haldimand Tract, land promised to the Haudenosaunee people of Six Nations, which
includes six miles on either side of the Grand River. This is the traditional territory of the Anishnawbe,
Haudenosaunee, and Neutral peoples. To recognize the land is an expression of gratitude and appreciation to
those whose territory we reside on, and a way of honouring the Indigenous people who have been living and
working on the land for thousands of years.
 COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY | XXI

COMMITMENT TO EQUITY, DIVERSITY,

INCLUSION AND INDIGENIZATION IN
CHEMISTRY

Equity, Diversity, and Inclusion in Chemistry

Our colleges (Equity, diversity, inclusion & belonging – Georgian College [New Tab]
(https://www.georgiancollege.ca/about-georgian/corporate-information/equity-diversity-inclusion-and-
belonging/) recognize the need to support and encourage equity, diversity, inclusion and belonging (EDIB) in
our teaching practices. When discussing equity, diversity and inclusion in the context of a chemistry
classroom, the nature of the traditional science classroom and way of learning need to be questioned. In
compiling this resource, the contributors have made conscious efforts to include examples of diversity of
representation with chemistry scholars.
But examples of diversity of scholars are only the start of incorporating EDIB chemistry teaching. So much
more comes from how the conversations about the development and progression of chemistry are led and
respected in the classroom environment. It starts with the building of an inclusive community through
respect and understanding of everyone’s contribution to the classroom. It continues through the
development of a metanarrative to the science content. And it continues further through the
acknowledgement that objectivity is not singular but multifaceted. Below are suggestions of discussion topics
that faculty and students can use to encourage the inclusion of EDIB.

• What questions were asked and who was allowed to ask those questions as the science of chemistry
developed?
• Whose agenda and research received funding and support to “discover” these scientific concepts?
• Who was hired to teach the next generation and lead the conversations about chemistry?
• Whose interests and pursuits are followed?
• In pharmaceutical industry (for example), who were the subjects that were used for testing?
• In industrial chemical industry (for example), who had to become ill or die to know that a chemical was
toxic?
• What experiences did individuals have in their chemistry careers (personalize this whenever possible)?
• Who is working in the background of the famous discoveries?
• How is the history of erasure and the value of representation included in chemistry?
• What might this area of study or concept have looked like if a female/visible minority/LGBTQ2+
XXII | COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY

person have discovered it?

To further support EDIB within chemistry and science faculties, consider:

• Setting up a committee of peers to review curriculum, hiring and other components of program areas
• Creating a culture of support for future scholars and researchers
• Offering opportunities to complete critical inquiry and equity analysis of curriculum
• Joining existing organizations working to promote EDI initiatives in science and chemistry

Several chemistry departments at Ontario and Canadian institutions are publicly stating their commitment to
EDIB. Read statements from University of Toronto [New Tab] (https://www.chemistry.utoronto.ca/our-
department/diversity-and-inclusion), University of Waterloo [New Tab] (https://uwaterloo.ca/chemistry/
about-chemistry/equity-diversity-decolonization-and-inclusion) and University of British Columbia [New
Tab] (https://www.chem.ubc.ca/equity-diversity-inclusion). The Chemical Institute of Canada (CIC) [New
Tab] (https://www.cheminst.ca/about/equity-diversity-and-inclusion/) promotes EDI initiatives and there
are local groups across the country representing the Canadians Working for Inclusivity in Chemical Sciences,
Engineering and Technology (CWIC) Network [New Tab] (https://www.cheminst.ca/communities/mrgs/
cwic/). Georgian College is a facilitating participant with the Inclusive STEM Teaching Project [New Tab]
(https://www.inclusivestemteaching.org/) working to support educators in their EDIB development.
In addition to the scientists highlighted in this resource, all scientists represent diverse cultures and
experiences. Here are some suggested resources to expand the EDIB conversation:

• American Chemistry Society Reactions (Twitter: @ACSReactions) has a commemoration tweet of

Juneteenth2022 highlighting Black chemists and their impact on our lives. Reactions on Twitter: “To
commemorate #juneteenth2022 we’re looking at handful of Black chemists and the impact they’ve
made on our lives. Meet Alice Ball. She developed the “Ball Method,” which was the most effective
treatment for leprosy during the early 20th century. https://t.co/d7dnkmJ4ui” / Twitter [New Tab]
(https://twitter.com/ACSReactions/status/1538573574914686976)
• Compound Interest (curated by Andy Brunning) has a Women in Chemistry category of infographics
that highlights 100s of women throughout history and today who excel in the field of chemistry.
Women in Chemistry – Compound Interest (compoundchem.com) [New Tab]
(https://www.compoundchem.com/category/women-in-chemistry/)
• “My STEM Stories” presented by CWIC is a YouTube channel with video highlights of some amazing
current STEM researchers and scientists. “My STEM Stories” presented by CWIC – YouTube [New
Tab] (https://www.youtube.com/playlist?list=PLCXXs71St1WPJ1ZDYnKa8BFDSqauZbDWv)
• Journal of Chemical Education published an entire special issue dedicated to Diversity, Equity, Inclusion
and Respect in Chemistry Education Research and Practice. Journal of Chemical Education | Vol 99,
 COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY | XXIII

No 1 (acs.org) [New Tab] (https://pubs.acs.org/toc/jceda8/99/1)

• C&EN (Chemical and Engineering News) published Out and Proud Celebrating LGBTQ+ chemists
(Out and proud (acs.org) [New Tab] (https://cen.acs.org/careers/diversity/LGBTQ-diversity-
Trailblazers-2022/100/i12)) and a Movers and Shakers article highlighting LGBTQ+ chemists past and
present. LGBTQ+ chemists you should know about (acs.org) [New Tab] (https://cen.acs.org/people/
lgbtq-scientist-chemist-history/99/web/2021/06)
• Royal Society of Chemistry offers an LGBT+ toolkit to support inclusivity. LGBT+ toolkit (rsc.org)
[New Tab] (https://www.rsc.org/new-perspectives/talent/inclusion-and-diversity/resources/lgbt-
toolkit/)

Indigenization in Chemistry
In 2015, the Truth and Reconciliation Commission of Canada (TRC), led by Honourable Justice Murray
Sinclair, released Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the
Truth and Reconciliation Commission of Canada [New Tab] [PDF] (https://ehprnh2mwo3.exactdn.com/
wp-content/uploads/2021/01/Executive_Summary_English_Web.pdf). Their extensive consultative
research process resulted in 94 Calls to Action (CTA) in order to begin dismantling the systemic racism
devastating Indigenous Peoples in Canada. The CTA are outlined in What Are the Truth & Reconciliation
Commission’s 94 Calls to Action & How Are We Working Toward Achieving Them Today?
(reconciliationeducation.ca) [New Tab] (https://www.reconciliationeducation.ca/what-are-truth-and-
reconciliation-commission-94-calls-to-action) When considering how to incorporate actions towards
reconciliation in the chemistry classroom, we need to start by educating ourselves on the true history of
Canada and our personal acknowledgement to the land on which we live.

“Education got us into this mess and education will get us out of it.” (Renkas, 2021)

“Education is the key to walking on this journey of reconciliation. Teachers in particular have a sacred
responsibility to ensure that all their children, regardless of their heritage, are able to think about four
key questions throughout their education:

“Where do I come from?”, “Where am I going?”, “Why am I here?”, and most importantly, “Who am I?””
(Ore, 2021) (Waters et al., 2022)

~ Honourable Justice Murray Sinclair (chair of the Truth and Reconciliation Commission)
XXIV | COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY

The journey from decolonization to reconcili-ACTION through transformation of coming to know with voice
and hope and education. (credit: work by Giulia Forsythe, CC BY 2.0)

Our colleges (Indigenization – Georgian College [New Tab] (https://www.georgiancollege.ca/about-

georgian/corporate-information/indigenization/)) continue to strive to meet the education related CTAs.
One step in that journey is the 2022 release of the Indigenization Strategy [New Tab]
(http://georgiancollege.uberflip.com/i/1483918-indigenization-strategy-booklet/0?). When discussing
Indigenous ways of knowing (IWK) in the context of a chemistry classroom, the nature of the traditional
science classroom and way of learning need to be questioned. In compiling this resource, the contributors
have made conscious efforts to include examples of Indigenous uses of chemistry.
But examples of Indigenous uses of chemistry are only the start of incorporating Indigenous chemistry
teaching. So much more comes from how the classroom environment and processes of learning Indigenous
ways are represented and respected. It starts with the building of an inclusive community through respect and
understanding of everyone’s contribution to the classroom. It continues through the development of a
metanarrative to the science content.
Indigenous ways of knowing (IWK) are based on principles of Respect, Relevance, Reciprocity,
Responsibility, Relationality, and Care. These are reflected in the Anishnaabe’s Seven Grandfather Teachings
of (Manitowabi):

• Love: Love is finding peace and joy in our connection to all of Creation
• Respect: Respect is to understand that all life is sacred and part of Creation
• Bravery: Bravery is to listen to your heart and courage to do what is right
• Honesty: Honesty is to be straightforward in a kind and caring way
 COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY | XXV

• Humility: Humility is being thankful and grateful knowing we belong and each has something to give
• Wisdom: Wisdom is to embrace knowledge and share our life teachings
• Truth: Truth is knowing who we are and living the Grandfather Teachings

The Medicine Wheel (circle of knowledge or circle of awareness) encourages

us to consider the whole person in all our actions. The circle represents the
integrated connections of all aspects of oneself including the connection with
the Earth and natural world. (Joseph, 2023) The yellow quadrant represents the
East and the Spiritual connection to the natural world. The red quadrant
represents the South and the Emotional connection to the natural world. The
The Indigenous Medicine black quadrant represents the West and the Physical connection to the natural
Wheel. (credit: work by
Littlejohn657, CC BY 4.0) world. And the white quadrant represents the North and the Mental connection
to the natural world. (Bell, 2022) (Zimak, 2020)
The guiding principle of Two-Eyed Seeing or Etuaptmumk (Mi’kmaw) combines the learning seen from
one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the
strengths of Western knowledges and ways of knowing. The strengths of both eyes combine together for the
benefit of all. (Institute for Integrative Science & Health, n.d.)
We have attempted to start the process of reconciliation by including Indigenous examples in this
textbook. We acknowledge that significantly more work is needed to truly decolonize science education. To
further support Indigenization within chemistry, science faculties and classrooms, faculty should consider:

• Inviting Indigenous elders or representatives to share their knowledge of the land and its offerings
• Having class/lab activities outside linking learning to the natural environment
• Reading UBC Science Skylight (The Science Centre for Learning and Teaching) How do I get started?
Creating safer learning environments for Indigenous students in STEM at UBC [New Tab][PDF]
(https://skylight.science.ubc.ca/sites/skylight.science.ubc.ca/files/
How%20do%20I%20get%20started%20-%20FAQ%20for%20non-
Indigenous%20STEM%20faculty.pdf)
• Exploring How do you talk about Indigenous issues in the classroom? [New Tab]
(https://intheclass.arts.ubc.ca/) from UBC
• Reading the 94 Calls to Action and commit to making steps forward in the process of reconciliation
• Reading the Final Report from the National Inquiry into the Missing and Murdered Indigenous
Women and Girls (MMIWG) [New Tab] (http://www.mmiwg-ffada.ca/) and their Calls to Justice
• Learning more about Indigenous history and current actions in Canada. A good starting place is
Skoden – Teaching, Talking and Sharing About and for Reconciliation OER book: Skoden – Simple
Book Publishing (pressbooks.pub) [New Tab] (https://ecampusontario.pressbooks.pub/skoden/)
• Learning more about Indigenous chemists and chemistry in Indigenous communities:
XXVI | COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY

◦ University of Waterloo CHEM 13 News Magazine (Fall 2022 Special Edition entitled Chemistry
and Inuit Life and Culture [New Tab] (https://uwaterloo.ca/chem13-news-magazine/)
◦ Dawn Pratt [New Tab] (https://www.cbc.ca/news/canada/saskatchewan/chemist-bringing-
indigenous-perspectives-to-science-1.6064560) and askenootow STEM Enterprise Inc. [New Tab]
(https://www.askenootowstem.com/)
◦ Vincent Ziffle at First Nations University of Canada [New Tab] (https://www.nccie.ca/story/
department-of-indigenous-science-the-environment-and-economic-development/)
◦ Cecelia Brooks [New Tab] (https://www.thestar.com/life/travel/2022/08/19/relearning-
reconnection-reconciliation-mikmaq-tourism-operators-are-offering-authentic-experiences-to-
visitors-and-to-their-own-communities.html)and Wabanaki Tree Spirit Tours & Events [New Tab]
(https://wabanakitreespirit.com/)
• Listening to young Indigenous representatives discuss their careers in Fireside Chats from Future
Pathways [New Tab] (https://www.firesidechats.ca/)

Here are some suggested resources to further explore Indigenous history, knowledge and reconciliation and
connections to chemistry:

• Indigenization at Georgian [New Tab] (https://library.georgiancollege.ca/indigenization) library

collection of Indigenous resources
• Indigenous Education Chemistry resources [New Tab] (https://indigenous-education.com/chemistry)
• Knowing Home: Braiding Indigenous Science with Western Science, Book 1 [New Tab]
(https://pressbooks.bccampus.ca/knowinghome/)
• National Centre for Truth and Reconciliation [New Tab] (https://nctr.ca/)
• Crown-Indigenous Relations and Northern Affairs Canada [New Tab] (https://www.canada.ca/en/
crown-indigenous-relations-northern-affairs.html)

Attribution & References

Except where otherwise noted, “Commitment to Equity, Diversity, Inclusion and Indigenization in
Chemistry” by Samantha Sullivan Sauer is licensed under CC BY 4.0.

References

Bell, D. N. (2022, March 30). Teaching by the medicine wheel: Education Canada Magazine
(https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/). EdCan Network.
Institute for Integrative Science & Health. (n.d.). Guiding principles (Two Eyed Seeing)
(http://www.integrativescience.ca/Principles/TwoEyedSeeing/).
 COMMITMENT TO EQUITY, DIVERSITY, INCLUSION AND INDIGENIZATION IN CHEMISTRY | XXVII

Joseph, B. (2023, January 12). What is an indigenous medicine wheel? (https://www.ictinc.ca/blog/what-is-

an-indigenous-medicine-wheel) Indigenous Corporate Training Inc.
Manitowabi, S. (2018). The Seven grandfather teachings (https://ecampusontario.pressbooks.pub/
movementtowardsreconciliation/chapter/the-seven-grandfather-teachings/). Historical and Contemporary
Realities: Movement Towards Reconciliation. eCampus Ontario Open Library. Retrieved February 6, 2023.
Ore, J. (2021, September 25). National Day for Truth and Reconciliation is 1 step on a long journey, says
Murray Sinclair (https://www.cbc.ca/radio/unreserved/national-day-for-truth-and-reconciliation-is-1-step-on-
a-long-journey-says-murray-sinclair-1.6184561). CBC News.
Renkas, A. L. (2021, July 7). Letter: When you know better, do better (https://www.sasktoday.ca/south/
opinion/letter-when-you-know-better-do-better-4173133). SaskToday.ca.
Waters, L. B., Pitawanakwat, R., Dachyshyn, D., Venis, A., Catenazzo, G., Go, N., LTD, B. I. T. N.,
Petahtegoose, S., Redsky, E., Wabie, J.-L., Greenfield, E., & College, S. (2022, February 25). Chapter 1:
Towards Truth and Reconciliation – Medicine wheel questions and activities
(https://ecampusontario.pressbooks.pub/skoden/chapter/medicine-wheel-ch1/). Skoden. eCampus
Ontario Open Library. Retrieved February 6, 2023.
Zimak, H. (2020, June 25). An Ontario firekeeper explains the four directions of the medicine wheel
(https://www.cbc.ca/news/canada/thunder-bay/four-directions-medicine-wheel-1.5615827). CBC News.
XXVIII | ACCESSIBILITY STATEMENT

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Attribution & References

This information was adapted from “Accessibility statement (https://opentextbc.ca/pressbooks/front-

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