Using 3D Animations in Teaching Chemistry

This paper discuss possibilities of use of 3D animation as a tool for teaching Chemistry support. The research proposes to investigate the conception process and development of educational animations to use in a Blended Learning environment in undergraduate chemistry. Associated with general chemistry teachers, were raised the demands and difficulties on the content transmission, and the most relevant topics, about "Atomic Theory" with propose to create appropriate animations to meeting needs of themes. Thinking about offering more dynamic materials, we elaborate animations in a format of "micro-documentary", with a length between 4 and 7 minutes. We use the narration aloud to the subject-matter understanding, leaving the external text as a complement of the animation. The conclusions are positives, students accepted well the format and they proved are able to remember, organize and systematize several information presented in animations. These skills don't ensure knowledge acquisition, but may be considered prerequisites to learning occur.

Improving learning by connecting chemistry curriculum to students' experiences

The purpose of the study was to design, implement, and assess the effects of a teaching unit about fuel sources and chemical energy on students’ learning. The unit was designed to incorporate students’ experiences in a way that was aligned with the Michigan High School Content Expectations. The study was completed with all of the students taking General Chemistry in a rural Michigan high school in the 2010-11 school year. There were 138 participants total. The participants were mostly Caucasian and the majority were in the 11th grade. Of these, 77 constituted the experimental group and were taught the unit. The additional 61 participants in the control group were given the posttest only. Data was derived from the results of pre/post tests, final assessment projects, and the researcher’s observations. A pretest that contained questions about the fuel sources was administered at the beginning of the unit. An identical posttest was administered at the completion of the unit. A final assessment project required students to choose the best fuel source for the area, and support their opinion with facts and data from their research or the learning activities and labs performed in class. The results of the study revealed that the teaching unit did produce significant learning gains in the experimental group. The results also indicated that the teaching unit added value to the current General Chemistry curriculum by expanding what students were learning. The instructional goals of the unit were aligned with the Michigan High School Content Expectations. The results also revealed that the students were able to learn to support their thinking and decisions with explanations based on the data and labs. These are essential science literacy skills. The study supported the view that connecting the required curriculum with students’ experiences and interests was effective, and that students can learn important science literacy skills, such as providing support for arguments and communicating scientific explanations, when given adequate teacher support.

The SureMath Approach to Success in Freshman Chemistry

The SureMath scheme is an alternate algebraic approach to "word problem" solving. It is used here in a freshman chemistry setting to aid students who need another method for solving chemistry problems.

Tracking the evolution of waste recycling research using overlay maps of science

Tracking the evolution of research in waste recycling science (WRS) can be valuable for environmental agencies, as well as for recycling businesses. Maps of science are visual, easily readable representations of the cognitive structure of a branch of science, a particular area of research or the global spectrum of scientific production. They are generally built upon evidence collected from reliable sources of information, such as patent and scientific publication databases. This study uses the methodology developed by Rafols et al. (2010) to make a “double overlay map” of WRS upon a basemap reflecting the cognitive structure of all journal-published science, for the years 2005 and 2010. The analysis has taken into account the cognitive areas where WRS articles are published and the areas from where it takes its intellectual nourishing, paying special attention to the growing trends of the key areas. Interpretation of results lead to the conclusion that extraction of energy from waste will probably be an important research topic in the future, along with developments in general chemistry and chemical engineering oriented to the recovery of valuable materials from waste. Agricultural and material sciences, together with the combined economics, politics and geography field, are areas with which WRS shows a relevant and ever increasing cognitive relationship.

A new route to 1-substituted 2,2,3,3-tetracyanocyclopropanes

2,2,3,3-Tetracyanocyclorpropyl ketones were prepared by reaction of tetracyanoethylene with a-chloro ketones.

Análise sobre diferentes abordagens de configuração eletrônica de elementos apresentados em livros de química

This study aimed to identify and review of the conceptual differences presented by authors of books, focusing on the theme of electronic configuration. It shows the changing concepts of electronic configuration, its implications for the cognitive development of students and their relations with the contemporary world. We identified possible obstacles in books generated in the search for simplifications, situations of different concepts of energy in the electron configuration for sublevels. For this analysis was carried out in several books, and some other general chemistry and inorganic chemistry without distinguishing between level of education, whether secondary or higher. It was found that some books for school books corroborated with higher education, others do not. To check the consistency of what was discussed, it was a survey of 30 teachers, it was found divergent points of responses, particularly with respect to the energy sublevels and authorship of the diagram which facilitated the electron configuration. It was found that the total 22professores, ie, 73,33% answered correctly on the energy sublevel more calcium (Ca) and 80%, ie, 24 teachers responded incorrectly on the iron. As for the authorship of the diagram used to facilitate the electronic configuration, we obtained 93, 33% of teachers indicated that they followed a diagram, and this was called "Diagram of Linus Pauling," teacher 01, 3,33%, indicated that the diagram was authored by Madelung and 01, 3,33%, did not respond to question. Was observed that it is necessary a more detailed assessment of ancient writings, as the search for simplifications and generalizations, not so plausible, lead to errors and consequences negative for understanding the properties of many substances. It was found that quantum mechanics combined with spectroscopic data should be part of a more thorough analysis, especially when it extends situations atoms monoelectronicpolieletrônicos to describe atoms, because factors such as effective nuclear charge and shielding factor must be taken into consideration, because interactions there is inside an atom, described by a set ofquantum numbers, sometimes not taken into account

A energia e suas implicações no ensino-aprendizagem da química

The area of Education in Chemistry in Brazil has appeared over 30 years and its growth has been accelerated by the need of comprehension of the processes of teaching and learning in chemistry. Many researches, in this area, has among its investigation objects the teaching tools like teaching materials and the learning processes of students in high school and basic education, but when dealing with higher levels of education, they are seldom portrayed. This study aimed to investigate the General Chemistry textbooks with respect to approach the concept of energy; know the main ideas of graduate students in Chemistry on the relation of the concept of energy and chemical transformations; finally, developing a cicle of studies with the proposition of an approach wich inter-relate the concept of energy and its implications in the teaching-learning process of a chemical transformation. To do so, we used as instruments a questionnaire, press conference, conceptual map and experimental activities. All activities of the study cicle were videotaped and recorded, transcribed and the results organized in tables. For the activities of the study cicle texts that have been developed and inter-relating concepts of chemistry and energy, which in turn gave theoretical support to the activities in the cycle. In the analysis it was used as a theoretical content the analysis of Laurence Bardin. The results revealed that the analysis of the book might be perceived that not always the concept of energy is used in order to generate the abstract thought of chemical transformations, but that the main macroscopic thermodynamic variables are present in the explanation of these transformations. During the study cicle, were studied two chemical reactions: the first one, made possible to approach the macroscopic dimension to quantify the concept of energy and the second one, made possible to demonstrate the macro and microscopic dimension of the concept of energy during a chemical transformation. In all reactions proposed, students used, in most of the times, as explanations, only macroscopic observations of the reactions under study and failed to realize that the concept of energy can be used to explain macro and microscopic chemical transformation. As a final action of the study cicle, students requested further discussion, to clarify the link between the concept of energy and the meanings constructed in the process of studying the reactions. This is done through an oral explanation, during the cycle, and registered in this thesis and attempts to show the interrelationship existing conceptual

Estudo da utilização do extrato aquoso de barbatimão (Stryphnodendron barbatimão, M.) no ensino de química

No presente trabalho, foi investigado o comportamento do extrato aquoso da casca de barbatimão (Stryphnodendron barbatimão, M.), como indicador em titulação ácido-base. No controle do pH, foram utilizadas soluções-tampão de Clark e Lubs preparadas de acordo com Ohlweiler⁹. Os espectros de absorção molecular na região do visível foram obtidos para a determinação do comprimento de onda dos máximos de absorção. Efetuaram-se vários tipos de titulações envolvendo ácidos e bases de diferentes forças. Os pontos de equivalência foram determinados com o indicador natural, e tiveram concordância com os obtidos pelo método potenciométrico. Os resultados indicam que o extrato aquoso da casca de barbatimão apresenta potenciabilidade didática aos conceitos básicos de equilíbrio químico para estudantes de 2º grau e para cursos de Química Geral. Verificou-se, ainda , a aplicabilidade do extrato na avaliação do cumprimento da lei de Lambert-Beer, bem como o uso de espectros de absorção molecular para cursos de Química Analítica Instrumental.

Inserção de conceitos de química verde nos componentes curriculares de laboratório de química geral

Purpose of this monograph is a critical review of articles and publications worldwide. The insertion of green chemistry concepts in the curriculum components of general chemistry lab, plays a fundamental role in the early years of a Chemistry course towards early embed the philosophy of green chemistry. The fundamental concepts of green chemistry are highlighted in order to present the huge number of challenges in developing new chemistry l in research, industry and education. The practice of a chemical that takes into account ethical environmental attitudes thought since the formation of professionals, may lead to adoption of technical microscale, replacement of toxic agents, reduction of waste generation, etc. who snore a lot with the concept of sustainability

Investigando a presença da história da ciência em livros didáticos de Química Geral para o ensino superior

This paper aims at analyzing the history of science content of three general chemistry textbooks used in Brazilian universities: the translations of Kotz and Treichel's Chemistry & Chemical Reactivity, Atkins and Jones's Chemical Principles, and Garritz and Chamizo's Química. Results revealed different trends for the inclusion of history of science in chemistry teaching. Kotz & Treichel and Atkins & Jones used history mainly as curiosity and ornament. Garritz & Chamizo adopted the historical approach as one of the organizing axis of their textbook. Nevertheless, the historical content of the three textbooks may be criticized from current historiographical standpoint.

ScPdZn and ScPtZn with YAlGe type structure: group-subgroup relation and 45Sc solid state NMR spectroscopy

The intermetallic compounds ScPdZn and ScPtZn were prepared from the elements by high-frequency melting in sealed tantalum ampoules. Both structures were refined from single crystal X-ray diffractometer data: YAlGe type, Cmcm, a = 429.53(8), b = 907.7(1), c = 527.86(1) pm, wR2 = 0.0375, 231 F2 values, for ScPdZn and a = 425.3(1), b = 918.4(2), c = 523.3(1) pm, wR2 = 0.0399, 213 F2 values for ScPtZn with 14 variables per refinement. The structures are orthorhombically distorted variants of the AlB2 type. The scandium and palladium (platinum atoms) build up ordered networks Sc3Pd3 and Sc3Pt3 (boron networks) which are slightly shifted with respect to each other. These networks are penetrated by chains of zinc atoms (262 pm in ScPtZn) which correspond to the aluminum positions, i.e. Zn(ScPd) and Zn(ScPt). The corresponding group-subgroup scheme and the differences in chemical bonding with respect to other AlB2-derived REPdZn and REPtZn compounds are discussed. 45Sc solid state NMR spectra confirm the single crystallographic scandium sites. From electronic band structure calculations the two compounds are found metallic with free electron like behavior at the Fermi level. A larger cohesive energy for ScPtZn suggests a more strongly bonded intermetallic than ScPdZn. Electron localization and overlap population analyses identify the largest bonding for scandium with the transition metal (Pd, Pt).

Synthesis and properties of heterobifunctional photoaffinity reagents for the identification and isolation of receptors

A method employing isotopically- and photoaffinity-labeled probes and polyclonal and monoclonal antibody to the probes for the identification, isolation and recovery of protein receptors is described. Antibody was raised against N-(3-(p-azido-m-($\sp{125}$I) -iodophenyl)) propionate (AIPP) coupled to and photolyzed to BSA. The antibodies specifically bound AIPP-derivatized proteins. An isolation system was developed utilizing this probe and two antigenically identical reversible analogues. N-(3-((p-azido-m-($\sp{125}$I) -iodo-phenyl)propionyl)amidoethyl-1,3-dithiopropionyl) succinimide (Reversible $\sp{125}$I-AIPPS) reacts with primary amines and N-(((3-p-azido-m-($\sp{125}$I) -iodophenyl)propionyl)amidoethyl)dithiopyridine ($\sp{125}$I-AIPP-PDA) reacts with reduced thiols. The applicability of the system was established by derivatizing known ligands (Transferrin and Interferon-alpha) with one of the probes. The ligand-probe was then allowed to interact with its receptor by incubation with SS5 lymphoma cells and cross-linked by photolysis at 300 nm. The photolyzed ligand/probe/receptor preparation was then recovered with AIPP antibody. Utilization of N-(3-((p-azido-m-($\sp{125}$I) -iodo-phenyl-propionyl)-amidoethyl-1,3-dithiopropionyl) succinimide (Reversible $\sp{125}$I-AIPPS) allowed the components of the photolyzed complex to be separated by treatment with 2-mercaptoethanol in the SDS-PAGE solubilization buffer. Ligand and receptor labeling were then assessed by Coomassie staining and autoradiography. Results of receptor assays suggest that $\sp{125}$I-AIPP was, indeed, transferred to moieties that represent the receptors for both Transferrin and Interferon-alpha. ^

Structure and biosynthesis of a pyruvate -dependent enzyme---phosphatidylserine decarboxylase from {\it Escherichia coli\/}

Phosphatidylserine decarboxylase of E. coli, a cytoplasmic membrane protein, catalyzes the formation of phosphatidylethanolamine, the principal phospholipid of the organism. The activity of the enzyme is dependent on a covalently bound pyruvate (Satre and Kennedy (1978) J. Biol. Chem. 253, 479-483). This study shows that the enzyme consists of two nonidentical subunits, $\alpha$ (Mr = 7,332) and $\beta$ (Mr = 28,579), with the pyruvate prosthetic group in amide linkage to the amino-terminus of the $\alpha$ subunit. Partial protein sequence and DNA sequence analysis reveal that the two subunits are derived from a proenzyme ($\pi$ subunit, Mr = 35,893) through a post-translational event. During the conversion of the proenzyme to the $\alpha$ and $\beta$ subunits, the peptide bond between Gly253-Ser254 is cleaved, and Ser254 is converted to the pyruvate prosthetic group at the amino-terminus of the $\alpha$ subunit (Li and Dowhan (1988) J. Biol. Chem. 263, 11516-11522).^ The proenzyme cannot be detected in cells carrying either single or multiple copies of the gene (psd), but can be observed in a T7 RNA polymerase/promoter and transcription-translation system. The cleavage of the wild-type proenzyme occurs rapidly with a half-time on the order of 2 min. Changing of the Ser254 to cysteine (S254C) or threonine (S254T) slows the cleavage rate dramatically and results in mutants with a half-time for processing of around 2-4 h. Change of the Ser254 to alanine (S254A) blocks the cleavage of the proenzyme. The reduced processing rate with the mutations of the proenzyme is consistent with less of the functional enzyme being made. Mutants S254C and S254T produce $\sim$15% and $\sim$1%, respectively, of the activity of the wild-type allele, but can still complement a temperature-sensitive mutant of the psd locus. Neither detectable activity nor complementation is observed by mutant S254A. These results are consistent with the hydroxyl-group of the Ser254 playing a critical role in the cleavage of the peptide bond Gly253-Ser254 of the pro-phosphatidylserine decarboxylase, and support the mechanism proposed by Snell and co-workers (Recsei and Snell (1984) Annu. Rev. Biochem. 53, 357-387) for the formation of the prosthetic group of pyruvate-dependent decarboxylases. ^