Parallel developments in aprotic and protic ionic liquids : physical chemistry and applications

This Account covers research dating from the early 1960s in the field of low-melting molten salts and hydrates,which has recently become popular under the rubric of “ionic liquids”. It covers understanding gained in the principal author’s laboratories (initially in Australia, but mostly in the U.S.A.) from spectroscopic, dynamic, and thermodynamic studies and includes recent applications of this understanding in the fields of energy conversion and biopreservation. Both protic and aprotic varieties of ionic liquids are included, but recent studies have focused on the protic class because of the special applications made possible by the highly variable proton activities available in these liquids.

Hydroxymethylnitrofurazone:Dimethyl-beta-cyclodextrin Inclusion Complex: A Physical-Chemistry Characterization

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Centesimal composition and physical-chemistry analysis of the edible mushroom Lentinus strigosus occurring in the Brazilian Amazon

Avaliou-se a composição centesimal e análise físico-química do Lentinus strigosus, um cogumelo comestível de ocorrência na Amazônia brasileira, produzidos em substratos alternativos à base de resíduos madeireiros e agroindustriais. Com este objetivo, determinou-se C, N, pH, sólidos solúveis, atividade de água, proteína, lipídios, fibra total, cinzas, carboidratos e energia. Os substratos foram formulados a partir de serragem de Simarouba amara Aubl. (marupá), Ochroma piramidale Cav. ex. Lam. (pau-de-balsa) e Anacardium giganteum (cajuí); e do estipe de Bactris gasipaes Kunth (pupunheira) e de Saccharum officinarum (cana-de-açúcar). Os resultados demonstraram que: a composição nutricional do L. strigosus variou com o substrato de cultivo; os valores de proteína encontrados nos cogumelos cultivados nos diferentes substratos (18 - 21,5%) variaram de acordo com o substrato, sendo considerados elevados; os sólidos solúveis presentes nos cogumelos podem ter relação com vitaminas hidrossolúveis do complexo B; o L. strigosus pode ser considerado um importante alimento devido suas características nutricionais: alto teor de proteína, carboidratos metabolizáveis e fibras; baixos teores de lipídios e de calorias.

Advanced Physical Chemistry Problems (II), Hydrogen Atom and Hyrdrogen Molecular Ion

Slightly advanced problems in Physical Chemistry, herein concerning the H-atom and the Hydrogen Molecular Cation, are presented and discussed.

Advanced Physical Chemistry Problems (IV), Thermodynamics (2nd Law)

This is a set of P. Chem. problems posed at a slightly higher level than the normal textbook level, for students who are continuing in the study of this subject.

Advanced Physical Chemistry Problems (V), Thermodynamics (ThermoChemistry)

This is a set of P. Chem. problems posed at a slightly higher level than the normal textbook level, for students who are continuing in the study of this subject.

Advanced Physical Chemistry Problems (VIII), Chemical Equilibrium

This is a set of P. Chem. problems posed at a slightly higher level than the normal textbook level, for students who are continuing in the study of this subject.

Advanced Physical Chemistry Problems (VI), Free Energies

This is a set of P. Chem. problems posed at a slightly higher level than the normal textbook level, for students who are continuing in the study of this subject.

Advanced Physical Chemistry Problems (VII), Phase Equilibria

This is a sset of P. Chem. problems posed at a slightly higher level than the normal textbook level, for students who are continuing in the study of this subject.

Advanced Physical Chemistry Problems (III), Gases and Thermodynamics (1st Law)

This is a set of P, Chem. problems posed at a slightly higher level than the normal textbook level, for students who are continuing in the study of this subject.

Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry

Este artículo ofrece una reflexión sobre el papel de los mapas conceptuales en el actual escenario de la educación In the present paper, we carry out the application of concept mapping strategies to learning Physical Chemistry, in particular, of all aspect of Corrosion. This strategy is an alternative method to supplement examinations: it can show the teacher how much the students knew and how much they didn´t know; and the students can evaluate their own learning. Before giving tile matter on Corrosion, the teachers evaluated the previous knowledge of the students in the field and explained to the students how create the conceptual maps with Cmap tools. When the subject is finished, teachers are assessed the conceptual maps developed by students and therefore also the level of the students learning. Teachers verified that the concept mapping is quite suitable for complicated theorics as Corrosion and it is an appropriate tool for the consolidation of educational experiences and for improvement affective lifelong learning. By using this method we demonstrated that the set of concepts accumulated in the cognitive structure of every student in unique and every student has therefore arranged the concepts from top to bottom in the mapping field in different ways with different linking" phrases, although these are involved in the same learning task.

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.

Assessment of Competences in the Physical Chemistry Area: Use of the Department Teaching Portfolio

Competences have become a standard learning outcome in present university education within the European Higher Education Area (EHEA). In this regard, updated tools for their assessment have turned out essential in this new teaching-learning paradigm. Among them, one of the most promising tools is the “learner´s portfolio”, which is based on the gathering and evaluation of a range of evidences from the student, which provides a wider and more realistic view of his/her competence acquisition. Its appropriate use as a formative (continuous) assessment instrument allows a deeper appraisal of student´s learning, provided it does not end up as another summative (final) evaluation tool. In this contribution we propose the use of the portfolio as a unifying assessment tool within a university department (Physical Chemistry), exemplifying how the portfolio could yield both personalized student reports and averaged area reports on competence acquisition. A proposed stepwise protocol is given to organize the individual competence reports and estimate the global competence level following a bottom-up approach (i.e. ranging from the class group, subject, grade, and academic course).