Erica Jacobsen shares highlights from the October 2019 issue of the Journal of Chemical Education of special interest to our ChemEd X community.
Celebrating National Chemistry Week 2019
The October 2019 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: marvelous metals; safety; engaging activities on nuclear chemistry and self-healing hydrogels; chemistry activities for students studying nursing; fostering community; mathematics and computer models in chemistry; innovative experiments; challenges of demonstrating the atmospheric greenhouse effect; chemical education research; resources for teaching.
Zena McFadden presented a story titled "Too Many Lab Rules" during The Mole Storytelling Jam held as part of BCCE 2018. Listen to her podcast.
It’s the beginning of a brand new school year, and a brand new opportunity to capture students’ interest in chemistry and the joy of lab-based sciences! In thousands of chemistry classrooms across the country, teachers will be planning labs, demos, and ways to have students be engaged and excited about learning.
Is your school district providing OSHA required safety training to teachers and other staff that will be in the science labs in your building?
In this post, I share my thoughts about positive relationships as well as some of the activities that I do on the first day of school to make connections with my students.
Erica Jacobsen shares highlights from the July 2018 issue of the Journal of Chemical Education.
Deanna Cullen shares highlights from the April 2018 issue of the Journal of Chemical Education.
Take a look at an old favorite, the brass penny activity. There are several variations of procedural steps to be found. The safest version uses either a low concentration of NaOH or a solution of zinc chloride.
As we all know, research and general educational practice clearly indicates that students learn science best by doing it – not just reading about it. Hands-on, process and inquiry based science is the key to understanding science. Unfortunately, this is a double edged sword for science teachers in that doing science has its potential hazards and resulting risks. Science laboratories, classrooms and field work sites can be unsafe places to teach and learn. If a student gets hurt while doing an activity in the lab, in the field or even at home if it was a teacher’s assignment, there is potential shared liability for both the teacher and the school.