ChemEd X contributors offer their ideas and opinions on a broad spectrum of topics pertaining to chemical education.
Blogs at ChemEd X reflect the opinions of the contributors and are open to comments. Only selected contributors blog at ChemEd X. If you would like to blog regularly at ChemEd X, please use our Contribution form to request an invitation to do so from one of our editors.
It may come as no surprise that three of our very own lead contributors have been named as Finalists for the 2021 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) at the secondary level in their states. We would like to recognize them along with all of the amazing math and science teachers across the country that have earned this honor.
Get to zero by becoming neutral. In using this method, let chemistry bring together broader ideas from math, economics and wherever value(s) are expressed in the negative.
Stephanie O'Brien shares lessons learned and strategies for utilizing choice boards in chemistry classroom.
What real world examples are made known to students when discussing freezing point depression? What about brinicles, also known as "Icy Fingers of Death"? A brinicle (from brine + ice) is a finger-like formation of supercooled brine solution that grows downward underneath sea ice. Intrigued? Cool (pun intended). Keep reading to find out more!
A lab practical with an escape room story turned out to be a great final exam.
What does a recent visit to Fort Bridger State Historic Park in southwestern Wyoming, a plant similar to an onion, and an armed conflict between Native Americans and the US government have anything to do with chemistry? Much. Check it out here.
Storytelling is ubiquitous throughout all human cultures. Why not use storytelling in the chemistry classroom as a way to develop a classroom community of support and friendship? Interested? Cool, read on!
Some explorations and explanations regarding superconductors and the quantum levitation (also known as quantum locking) experiment.
Good day, gentle readers:
Let me start by telling a story that, at first blush, has nothing to do with chemistry teaching.
During the last few semesters, a small survey has been deployed at Bradley University where students were to describe and classify items of litter that they found. The purposes of the surveys were to get students thinking about some of the chemical implications of solid waste and give the students some experience with a citizen science project. The most recent iteration of the survey, and some of its results, are described.