(e)Xperience ChemEd X through the ideas and opinions of its community members.
Xperience is where contributed, but not reviewed, ChemEd X resources such as blogs and opinion pieces are found. Here you can find blogs in which our contributors express their personal empiricism and polls in which you the community can provide your opinions.
This post is comprised of questions (Qs) that challenge students to apply the knowledge acquired in their chemistry education to COVID-19. The questions encourage students to think across scientific disciplines, to think 'outside the box', and/or 'connect the dots'. Understanding how SARS-CoV-2 works inside the human body is every bit about chemistry as it is about biology as it is about physiology.
One of our new Two Year College (2YC) lead contributors describes some lessons learned for increasing attendance, participation, engagement, discussion, assessment, and building community in the online classroom.
This is the first of three consecutive blogs about online labs. This first blog centers on the question, "Is chemistry laboratory coursework still relevant?" The second and third blogs discuss if the lab curricula we currently use is achieving our goals and if lab coursework can be effectively moved to an online platform.
The 2020 global pandemic of SARS-CoV-2 forced millions of teachers to switch from in-person to online instruction. With minimal training in online teaching, many substandard learning environments were quickly rolled out. In this post, the author describes two metacognitive learning activities that are easy to incorporate into an online learning environment.
Twelve years teaching a fully online GOB (General Organic Biochemistry) chemistry course have revealed many benefits for faculty and students alike. This blog focuses on some positive aspects of teaching online.
The practice and the promulgation of science, its ideas, and knowledge acquired about how the biotic and abiotic world works depend significantly on what words are chosen to communicate scientific ideas, methods, thought, and information. This blog post looks at how a recently published NY Times article on the growing evidence that the SARS-CoV-2 virus can be transmitted via the air can be used in the classroom to promote discussion and challenge students to think about the distinction between data and evidence. If applicable, it could be expanded to also include the difference between opinion and information, if desired.
The process of making beverages from fermented grain is a chemical synthesis slightly newer than human civilization itself. This article descibes the chemistry of the first step- malting the raw mature grain.
AACT has organized eight virtual symposia to provide professional development for teachers this summer. These symposia can truly help teachers plan for the next school year and virtually “see” one another to share ideas and concerns.
Liquid nitrogen is used to visualize the aerosol particles emitted while speaking, coughing, breathing, and sneezing. The ability of various masks to block these droplets was also tested.
The purpose of this variation on the “dragon’s breath” demonstration is to illustrate that face masks can diminish the movement of particles in the air, an important idea in public health.