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.
Whenever possible, I try to begin a topic with something my students are familar with. For the introduction of Percent Composition in my general chemistry course, I brought in bags of Oreo cookies. Seeing the bags upon entering class was a great attention getter. If you are looking for ways to add more inquiry to your chemistry course, this a an example of how you can experiment with giving up a little control. Try it and see how it goes.
Celebrating 90 Years as the Premier Chemical Education Journal
The January 2013 issue marks the start of the 90th volume of the Journal of Chemical Education. This latest issue plus the content of all past volumes, 1 through 89, are available at http://pubs.acs.org/jchemeduc.
The JCE Chemical Education Xchange is requesting chemistry educators as well as others working in the discipline to submit ideas, articles, activities and laboratories for publication.
The respected education reformer Diane Ravitch, previously one of the major architects and proponents of No Child Left Behind, has not only taken a new tack, but reversed course. With her 2011 book, she became a leading voice critical of the Obama-Duncan version, Race to the Top. This essay by David Denby describes her evolution.
New York Times blogger Nate Silver demonstrates how probability and statistical thinking can be used to analyze practical problems in our society. A lively, practical, and informative book!
This is a lively collection of essays about some of the great (mostly English, but not entirely so) chemists of the nineteenth and twentieth centuries. It brings to life many great names of our science.
Students proceed through a prior knowledge activity, practice creating and using a voltaic cell and use of a model designed to simulate the particulate level activity within a voltaic cell. The teacher checks for student understanding at specific points as groups work together. A discussion follows to help clarify ideas.
About one 60 minute class period for lab and manipulative procedure.
Students will proceed through a pre-lab engagement activity, organize element cards based on similarities & trends, discuss trends with the class and then produce a periodic table that includes the trends discussed within the lab. The teacher will check for student understanding at specific points as groups work together.
Two 60 minute class periods for procedure. You may wish to include more time for discussion. The assessment portion can be done as homework.