JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.
Evaluations are part of everyday life and professional work. This multi-part blog series aims to expand upon the collective understanding of the kinds of evaluations. This, the first post, begins with personal experience with the common kinds of evaluations.
Near the beginning of the COVID-19 pandemic ChemEd X began compiling a list of both new and previously published ChemEd X posts and resources that might be useful to teachers while teaching remotely. Topics include Technology & Teaching Resources, Strategies and Tips for Teaching Online, Lesson Ideas Suitable for Online Instruction and more. This list continues to grow. Readers are encouraged to check in often to find new content and to comment with additional resources that we can add to our list.
Tom Kuntzleman tests to see if Powerade can be used as a source of reducing sugars in the classic silver mirror demonstration, and reminisces about Christmas days past when doing so.
This virtual adaptation provides students the opportunity to engage in a process similar to the one Mendeleev used as he constructed the original version of the periodic table we still use today.
The December 2020 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: teaching during COVID-19; examining models used by students; chemical structure; game-based learning; interdisciplinary courses; teaching chemistry using plants; laboratory instruction with real-world context; fluorescence; exploring spectroscopy; thermodynamics; chemical education research; from the archives: photography.
This 3 hour session provides an introduction to the Assessing for Change in Chemical Thinking (ACCT) professional development series. Session 1 provides an overview of the three program components that drive ACCT sessions: The Chemical Thinking Model, the Formative Assessment Enactment Model and Teaching Dilemmas. Teachers have time to get to know each other and begin to build a collaborative professional learning community. Participants complete a chemistry formative assessment and then explore student work related to that assessment. The Chemical Thinking Framework is discussed in more detail, highlighting the related chemistry practices. The six overarching objectives, the central focus of the ACCT course, are introduced; they will be revisited in each workshop session.
Is it necessary for biology faculty colleagues to spend a month or so covering foundational chemistry in general biology courses then for the remainder of the semester require students to only know a small fraction of chemistry covered? This post briefly looks at what chemistry is needed for general biology.
Ethylene, C2H4, a volatile plant hormone stimulates fruit ripening and is also released during ripening. This post explains the role of ethylene in ripening and presents how the chemical identity of the ethylene scavenger used to suppress premature ripening during storage was determined.
In this virtual activity, a video introduces stoichiometry and guides students to think conceptually using a simple baking analogy. Afterward, stoichiometry calculations connect to the analogy, that are then reinforced with a simple experiment. Finally, students explore a PhET simulation to deepen their knowledge.
What is the pressure inside a bottle of soda pop? Read this short article to find the surprising answer to this question, and also to learn how to do an experiment to answer this question for yourself!
