ChemEd X contributors and staff members are continually coming across items of interest that they feel others may wish to know about. Picks include, but need not be limited to, books, magazines, journals, articles, apps—most anything that has a link to it can qualify.
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The ACS Chem Clubs Web site offers an assortment of ideas to spice up your lesson plans near Halloween.
A moon-walker is suffering from visions. His proposed human-centered space exploration scheme would divert resources to adventure from science.
Scientists in Sweden confirm new element 115 after atoms collide. Check out this CNN clip for information about the most recently discovered element #115.
Lots of us learned about percentages and statistics by studying batting averages, and many of our students are passionately choosing players for fantasy leagues in various sports. Is it possible to find methods for the evaluation of players in soccer using methods similar to those in "Moneyball"? This question and many others are addressed in "Soccernomics"
Nobelist Roald Hoffman usually chooses an intriguing topic for his regular contributions to the Sigma Xi bimonthly, American Scientist. For the current issue, he has chosen to examine the question, "What would be the result of mixing a collection of the elements we find on earth and its nearby environment and heating them up enough to encourage them to react?" This "Gedankenexperiment"
One of the pioneers in digital media and networks is disquieted by the dominance of the digital landscape by a few Siren Servers, who capitalized not on their superior products or expertise, but solely on their ability to extract a profit from each of the bits that make up Big Data. He thinks we all should be paid for our contributions, or at least the system be changed so as to provide incentives real contributions.
Social media is getting a lot of attention as a way to disseminate information and to get students involved in chemistry classes.
Universities, community colleges, and high schools can use MOOCs to create an environment to enhance student learning. Last fall a professor at San Jose State used recorded MOOC lectures in an introductory electrical engineering course to create a flipped classroom. Students passed at a much higher rate than usual—91%, compared with 59% and 55% in two other, more traditional sections of the s
One could argue that the technological triumphs embodied in our robotic explorations of Mars far exceed those that put men on the moon. Missing, however, is the drama of putting human life at risk, and the ease with which our imagination can put us in the shoes of the explorer. That is not to say that there is not a human element.
Universities should be and are expected to be sources of truthful and unbiased information about controversial subjects, especially in the sciences. Unfortunately, that is not always the case.