Select your activity and post your documentation before Tuesday. Then, reply to two other topics by next week.chem_experiential_grid_1.docxOpens externally [+]Also see the Experiential Learning section for more ideas!Click here for the spreadsheet of less-know scientistsOpens externally. You will need to click to the second tab (at the bottom) to see the list of scientists.PURPOSE: These activities are designed to provide a range of ways students can engage their chemical knowledge in analyzing the world around them. This provides:An alternative grading mechanism to counterbalance the challenge of completing lab work while participating exclusively online.A choice of topics, allowing students to pursue their existing knowledge and developing interests.A way for students to engage actively with one another about these topics of their choosing.TASK: Select an activity from the Experiential Learning Grid and complete the activity. Share your findings with the class on the appropriate Forum, and engage with at least two different topics from other students weekly.Observing: Observe a phenomenon in everyday life (either provided, or document your own). Then take detailed observations and explain your best guess as to what may be going on. Follow up by researching and discussing the likely "true" answer.Tracing: Make sense of your everyday habits, sightings, and activities by tracing the origins or identifying the chemistry and recording your findings.Reading: Dig deeper by reading a peer-reviewed article relating to dentistry, health, or ecology and summarizing relevant points.Media: Listen to experts in the field discussing topics of interest to you and take notes on what you are learning, OR, watch a science segment and summarize it with a critique and/or relate it to topics in our class, OR, summarize a current event and explain the chemistry involved.Research: Complete a Pet Molecule post, analyze a food's ingredient list, or research an unknown scientist and their work (see spreadsheet). Suggest your own content: Float your idea to the professor to make sure it complies with the intention and scope of the activity. Documentation Format Options: One of the following documentation types must be posted to the appropriate Forum by the weekly deadline.Essay Write-up (~300 words) w/Image or Art PROMPT: Summarize your key takeaways and points of interest, usually identifying at least 2 - 3 topics to relate back the chemistry content, in a way that shares your experience and engages classmates. Relate at least one topic to your own life experiences, or describe the experience of doing the activity. Feel free to include questions that came up. Where possible, include an image, a selfie, a poem, illustration, song, or map. (Feel free to get creative.) If appropriate, you may quote 2 - 3 "golden lines" from an expert or presenter, and explain why you chose them. Some activities have additional prompts to consider. Choose the Prompt and the Activity that resonates for you.

Viruses. Discuss why viruses are more difficult to treat than bacteria and how they affect our body. Identify properties  of viruses, characteristics, viral nucleic acids and life cycle of animal viruses.   (You can help yourself to answer this question reading the PowerPoint in the Modules here in Canvas Chapter 5  Viral structures and multiplication, pages 8-10, 14, 18, 20, 21, 26, 27, 41-44.) Pick one virus ( HIV, COVID-19, Influenza, Herpes, Smallpox, Rotavirus or any other you may have heard) and research about that virus: characteristics, how does it enter human body, and how does it affect the human body and if it is any prevention and treatment for it.