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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.

Origami Rabbits and Flipped Chemistry Classroom: Use an Origami Tutorial to Teach Students How to Learn from Videos

Origami Rabbit

If videos are the method of choice for my students’ free time learning, then why do they sometimes struggle to hear and make sense of the chemistry content in my short teaching videos? 

Answer: Students need guidance in developing video-viewing skills that foster understanding complex concepts.

Project Exodus

Critical reviews of "Beyond" by Chris Impey, "How We'll Live on Mars" by Stephen L. Petranek, "Exploration and Engineering: The Jet Propulsion Laboratory and the Quest for Mars" by Erik M. Conway, by Elizabeth Kolbert.

JCE 92.05—May 2015 Issue Highlights

Journal of Chemical Education May 2015 Cover

Teaching the Relevance of Chemistry

The May 2015 issue of the Journal of Chemical Education is now available online to subscribers at http://pubs.acs.org/toc/jceda8/92/5. This issue includes articles on drugs & pharmaceuticals; health; food; plants; exploring viscosity; new approaches to teaching organic chemistry; computer-assisted learning; scents & flavors.

Building Molar Mass

Building Molar Mass, molar mass calculations, mole calculations

An advantage to teaching on the trimester schedule allows me the opportunity to teach the same course again roughly twelve weeks later. So after grading my 2nd trimester students’ Chemistry B final exams, I was able to evaluate certain topics that caused my students problems, reflect on my teaching, and then determine how I was going to better prepare my students in the 3rd trimester chemistry B class.

Time required: 

1 class period

Teacher as Researcher

Teacher Researcher

n teaching we regularly change our class structures and routines and we implement new “interventions” in hopes of changing classroom dynamics or reaching more students.  I know that most of the time I make these decisions based upon anecdotal evidence, perhaps after glancing at a handful of exit tickets from my students or based upon how I “felt” the class went.  Recently, though, I’m finding myself a little more hesitant when making a claim about my class.  I require that my students support their claims with evidence, so why wouldn’t I also support mine with evidence? 

 

Community Outreach

CHEMISTRY OUTREACH

I have been involved in several types of community outreach projects to promote science education and chemistry. One of the best was a biannual event I worked on with teachers from each elementary school in our district and from our middle school. It was a Science Extravaganza.

A Halloween Chemistry Show

Halloween demo

An outline for the Halloween Chemistry Show Demonstration at Saint Mary’s College, Notre Dame IN, is presented. Organized by Saint Mary’s Affiliate of the American Chemical Society (SMAACS) student club, this show has become an annual event with an average attendance of over 200 people. The club’s main goal is to generate interest in the sciences among children; while stimulating a pursuit for continued education and hopefully future careers in STEM fields. The Halloween Chemistry Show aspires to that goal by providing an interactive experience for all children in attendance while presenting thought-provoking demonstrations for the entire audience.