Eletrodo de hidrogênio: o que há nos livros didáticos além de E¸ = 0?

The results of an exercise on electrochemistry for General Chemistry students are presented. The difficulty encountered by students in predicting the shift in the potential of the hydrogen electrode under non-standard conditions prompted a search in textbooks on how the subject is developed. Besides several instances of inconsistencies in defining the standard state, such as including the temperature in the definition, a number of incorrect depictions of the hydrogen electrode were discovered. Of the 28 General Chemistry books, 16 Physical Chemistry books and 24 Internet pages, 30, 20 and 46%, respectively, showed devices that would not work in practice.

Determinação direta de Ca, Mg, Mn e Zn em amostras de leite de búfala da Ilha de Marajó por espectrometria de absorção atômica com chama (FAAS)

This work proposes an analytical procedure for direct determination of calcium, magnesium, manganese and zinc in buffalo milk by flame atomic absorption spectrometry (FAAS). Samples were diluted with a solution containing 10% (v/v) of water-soluble tertiary amines (CFA-C) at pH 8. For comparison, buffalo milk samples were digested with HNO3 and H2O2. According to a paired t-test, the results obtained in the determination of Ca, Mg, Mn and Zn in digested samples and in 10% (v/v) CFA-C medium were in agreement at a 95% confidence level. The developed procedure is simple, rapid, decrease the possibility of contamination and can be applied for the routine determination of Ca, Mg, Mn and Zn in buffalo milk samples without any difficulty caused by matrix constituents, such as fat content, and particle size distribution in the milk emulsion.

Actitudes hacia la química de estudiantes de diferentes carreras universitarias en Colombia

This work reports a study on the attitudes of Colombian students towards Chemistry in different undergraduate programs. The research was performed on 769 students belonging to several Chemistry courses, by applying an adaptation of Salta and Tzougraki's test and using Likert's scale. The results revealed that Chemistry is being considered as difficult and little useful, but very interesting. Thus, the difficulty to learn Chemistry may be associated with its language and abstract conceptual nature. In addition, more attention should be given to the class contents and methodologies provided to the students, in order to engage them with those interest aspects and meaningful topics of each program

O ensino superior de química: reflexões a partir de conceitos básicos para a química orgânica

We live in a context in which knowledge develops continuously and rapidly. This generates a social dynamics that demands constant adaptation from those living in society and also from educational institutions. Education for this new society needs to be rethought. Universities, anchored in tradition, still use a transmission/reception model of education. A data-collecting instrument applied to undergraduate chemistry students at the end of the course in organic chemistry investigated some concepts essential to the education of a chemist, such as interatomic and intermolecular interactions and Lewis structure. We observed that students have difficulty dealing with these concepts, and we believe that this is related to the type of class they had/have and to the way the concepts are presented in the college textbooks.

Estudio de usabilidad de visualización molecular educativa en un teléfono inteligente

Chemistry students have difficulty understanding molecular structures and their functions. To aide their comprehension, molecular visualization software has been developed to run on smart phones, but in order to positively influence learning it must have a high degree of usability (usability measures how software is used in terms of efficiency, efficacy and satisfaction). This paper describes a usability study of molecular visualization software running on a smart phone, where chemistry students analyzed molecular models. Results showed very good usability and 95% of students wanted to use it in further classes.

Processamento de cartuchos de impressoras de jato de tinta: um exemplo de gestão de produto pós-consumo

This work presents a route for processing spent ink-jet cartridges in an experimental course. The disassembly of the cartridges requires several steps and the recognition of their different components is essential to define the best final destination (recycling, co-processing). The plastic strips were chemically processed so as to recover gold and copper. The students recognized the difficulty of processing multicomponent wastes and the importance of the chemical work under the best safety conditions; they also experienced many laboratory techniques and recognized the value of the selective collection and the reverse logistics to reach a viable commercial scale recycling.

Zeólitas hierarquicamente estruturadas

This review presents the main characteristics and properties of microporous (zeolites) and ordered mesoporous materials, focusing on structural aspects and preparation. In addition, their use as heterogeneous catalysts are also discussed, with emphasis on their advantages and disadvantages. Due to difficulty in application of zeolites in the conversion of bulky molecules, the most relevant strategies of synthesis for the preparation of zeolitic materials with hierarchical pore structure was also analyzed, which allow this limitation to be overcome.

METODOLOGIAS DE COLETA, PRESERVAÇÃO E ARMAZENAMENTO DE AMOSTRAS DE ÁGUA PARA ANÁLISE DE MERCÚRIO - UMA REVISÃO

Knowing the mercury levels of an environment allows a diverse array of biogeochemical studies into the mercury cycle on a local or global scale. Among matrices commonly evaluated, water remains a challenge for research because its mercury levels can be very low, requiring development of complex analytical protocols. Currently, sample preservation methods, protocols that avoid contamination, and analytical techniques with low detection limits allow analysis of mercury in pristine waters. However, different protocols suggest different methods depending on a range of factors such as the characteristics of water sampled and storage time. In remote areas, such as oceanic and Amazonian regions, sample preservation and transport to a laboratory can be difficult, requiring processing of the water during the sampling expedition and the establishment of a field laboratory. Brazilian research on mercury in water can be limited due to difficulty obtaining reagents, lack of laboratory structure, qualified personnel, and financial support. Considering this complexity for analyzing water, we reviewed methodologies for sampling, preservation, and storage of water samples for analysis of the most commonly evaluated mercury species (dissolved gaseous mercury, reactive mercury, methylmercury and total mercury).

INTERACTIONS: DESIGN, IMPLEMENTATION AND EVALUATION OF A COMPUTATIONAL TOOL FOR TEACHING INTERMOLECULAR FORCES IN HIGHER EDUCATION

Intermolecular forces are a useful concept that can explain the attraction between particulate matter as well as numerous phenomena in our lives such as viscosity, solubility, drug interactions, and dyeing of fibers. However, studies show that students have difficulty understanding this important concept, which has led us to develop a free educational software in English and Portuguese. The software can be used interactively by teachers and students, thus facilitating better understanding. Professors and students, both graduate and undergraduate, were questioned about the software quality and its intuitiveness of use, facility of navigation, and pedagogical application using a Likert scale. The results led to the conclusion that the developed computer application can be characterized as an auxiliary tool to assist teachers in their lectures and students in their learning process of intermolecular forces.

Toimintamallin luominen pohjavesien suojelemiseksi puolustusvoimien ampuma- ja harjoitusalueilla

Työssä tutkitaan puolustusvoimien pohjavesialueilla sijaitsevien ampuma- ja harjoitus-alueiden toimintojen riskejä ja määritellään niiden perusteella toimintamallia pohjavesien suojelemiseksi. Työn tilaajana on puolustusvoimat, jolla on useita harjoitusalueita luokitelluilla pohjavesialueilla. Pohjavesi on rajallinen maanalainen vesivarasto, joka on haavoittuvainen ympäristövai-kutuksille vaikean puhdistettavuutensa takia. Pohjaveden pilaaminen on lailla kielletty. Lainsäädäntö velvoittaa toiminnanharjoittajia olemaan selvillä toimintojen ympäristö-vaikutuksista ja ennalta ehkäisemään mahdollisia vaikutuksia. Työn tarkoituksena oli selvittää ampuma- ja harjoitusalueiden toimintojen riskejä poh-javedensuojelua ajatellen. Riskejä arvioitiin sijainnin ja päästöjen kannalta, satunnais-päästöriskianalyysiä käyttäen. Riskit luokiteltiin merkittävyyden kannalta eri riskiluok-kiin, joista merkittävimmille laadittiin toimenpide-ehdotuksia. Esimerkkikohteena käy-tettiin Taipalsaaren ampuma- ja harjoitusaluetta, jolle laadittiin riskianalyysin perusteella tarkkailusuunnitelmaehdotus. Työn lopputuloksena syntyi toimintamalliehdotus riskien arvioimiselle ja tarkkailu-suunnitelman laatimiselle. Tätä mallia voidaan käyttää hyväksi ampuma- ja harjoitus-alueiden ympäristövaikutuksien hallinnan suunnittelussa.

Performance of high power fibre laser cutting of thick-section steel and mediumsection aluminium

Cutting of thick section stainless steel and mild steel, and medium section aluminium using the high power ytterbium fibre laser has been experimentally investigated in this study. Theoretical models of the laser power requirement for cutting of a metal workpiece and the melt removal rate were also developed. The calculated laser power requirement was correlated to the laser power used for the cutting of 10 mm stainless steel workpiece and 15 mm mild steel workpiece using the ytterbium fibre laser and the CO2 laser. Nitrogen assist gas was used for cutting of stainless steel and oxygen was used for mild steel cutting. It was found that the incident laser power required for cutting at a given cutting speed was lower for fibre laser cutting than for CO2 laser cutting indicating a higher absorptivity of the fibre laser beam by the workpiece and higher melting efficiency for the fibre laser beam than for the CO2 laser beam. The difficulty in achieving an efficient melt removal during high speed cutting of the 15 mmmild steel workpiece with oxygen assist gas using the ytterbium fibre laser can be attributed to the high melting efficiency of the ytterbium fibre laser. The calculated melt flow velocity and melt film thickness correlated well with the location of the boundary layer separation point on the 10 mm stainless steel cut edges. An increase in the melt film thickness caused by deceleration of the melt particles in the boundary layer by the viscous shear forces results in the flow separation. The melt flow velocity increases with an increase in assist gas pressure and cut kerf width resulting in a reduction in the melt film thickness and the boundary layer separation point moves closer to the bottom cut edge. The cut edge quality was examined by visual inspection of the cut samples and measurement of the cut kerf width, boundary layer separation point, cut edge squareness (perpendicularity) deviation, and cut edge surface roughness as output quality factors. Different regions of cut edge quality in 10 mm stainless steel and 4 mm aluminium workpieces were defined for different combinations of cutting speed and laserpower.Optimization of processing parameters for a high cut edge quality in 10 mmstainless steel was demonstrated

The Hegel's Vorlesungen über die Philosophie der Religion (1821-1831) sources and critical editions from Marheineke to Jaeschke

In this paper I provide a concise plan about Hegel's Lectures on the Philosophy of Religion critical editions, laying stress on the method followed by editors in order to build a coherent text with the sources at their disposal. The Marheineke's edition (1832) is analysed with special attention since it was the edition that caused the division between a Right and a Left, opening the discussion on speculative theism as a consequence of the difficulty to distinguish the systematic part from the historical one in the reasoning carried out by Hegel.

På spaning efter den goda läroboken : om pedagogiska texters lärande potential

By interpreting research results about textbooks this study tries to answer the question: how should texts be formulated to optimize the learning of the reading pupil? Seven perspectives structure the research: History. The amount of information available in a society influences the learning offered by textbooks. A compressed description indicates that memorizing activities have turned to tendencies for critical reading. Curriculum. The decentralization of curriculum development accentuates the importance of the textbook authors as interpreters of significant information. Because of the authority of textbooks, the way that information is presented can function as an unintended curriculum. Use. In the use of textbooks different functions can be identified. Thus the textbooks have, for instance, an authoritarian, a cohesive and a disciplinary function. Level of difficulty. A text that optimally matches the skills of the readers ina class should both provide facilitating scaffolds for the learning and at the same time challenge especially capable students by not being too obvious. Changing of preconceptions. The only possible starting point for teaching is the knowledge developed earlier by the student. In certain areas misconceptions are usual, which motivates the use of conceptual change texts that enhance the transformation of earlier obtained knowledge. Coherence. Well structured texts can usually be considered beneficial for learning. The same applies to the use of meta-discourse guiding the reader through the text. If the structuring is too obvious, the content may not, at least by capable students, be processed on a deep level. Content. The analysis underlines the need for deep approaches in textbooks. Though this is a relative statement, textbooks from a learning perspective seem to have been too superficial in their presentations. Ten principles were developed as a concluding interpretation of the good textbook. Though these principles capture important tendencies for developing a good textbook, textbook writing has to be considered as an art that cannot be captured in a short formula. The paradoxes identified indicate that the results should be seen as a starting point for further research.

Esiopetuskirjojen harjoitukset kielellisen tietoisuuden kehittäjinä

Tutkimus oli kasvatustieteellinen varhaiskasvatuksen alan tutkimus, jossa hyödynnettiin kielitieteellistä käsitteistöä. Tutkimuksen kohteena olivat esiopetuskirjojen kielellisen tietoisuuden harjoitukset. Aineistona oli 12 esiopetuksen harjoituskirjaa ja opettajan opasta. Kirjoissa oli yhteensä yli 2000 sivua ja yli 1300 harjoitusta. Tarkemmassa analyysissä olleiden harjoitusten määrä oli noin 460. Analyysimenetelmänä käytettiin sisällönanalyysiä, jonka avulla tutkittiin, millaisia kielellisen tietoisuuden harjoituksia esiopetuskirjoissa oli ja miten harjoitukset etenivät. Kielellisen tietoisuuden harjoitukset luokiteltiin fonologisen, morfologisen ja syntaktisen tietoisuuden harjoituksiin. Fonologinen tietoisuus käsitettiin lapsen kyvyksi havaita ja käsitellä kielen äännerakennetta. Morfologisella tietoisuudella tarkoitettiin kykyä havaita ja käsitellä kielen morfeemeja eli pienimpiä merkityksellisiä osia. Syntaktisella tietoisuudella tarkoitettiin lapsen tietoisuutta siitä, miten lauseet rakentuvat. Olennaisiksi piirteiksi fonologisen tietoisuuden harjoituksissa identifioituivat harjoitusten edellyttämä tai harjoittama tietoisuuden taso, harjoitusten kohteena olevien lingvististen yksiköiden taso ja harjoitustyyppi sekä morfologisen ja syntaktisen tietoisuuden harjoituksissa tietoisuuden taso ja harjoitustyyppi. Tutkimuksessa luotiin aikaisempien tutkimusten pohjalta mallit siitä, miten eri harjoitukset etenisivät optimaalisesti lapsen kielellisen tietoisuuden kehittymisen kannalta. Eri harjoituskirjojen harjoitusten etenemistä verrattiin näihin malleihin. Fonologisen tietoisuuden harjoituksista voitiin tunnistaa viisi päätyyppiä, joista useat jakautuivat vielä alatyypeiksi. Harjoitusten alatyypit ilmaisivat yleensä harjoituksissa käytettävän kognitiivisen operaation – käytettiinkö harjoituksessa tunnistamista, yhdistämistä vai osiin jakamista. Tämä samoin kuin harjoituksessa käytetty lingvistinen yksikkö (sana, loppusointu, tavu tai äänne) ja tietoisuuden taso olivat yhteydessä harjoituksen vaikeuteen. Tutkimuksissa ja interventioissa esiopetusikäisilläkin käytettyjä muunteluharjoituksia, joissa sanasta tai tavusta poistetaan osa, siihen lisätään osa tai osaa siirretään, harjoituskirjoissa ei ollut. Morfologisen tietoisuuden harjoitukset kohdistuivat yhdyssanoihin, taivutuspäätteisiin tai johdoksiin. Syntaktisen tietoisuuden harjoituksista identifioitui yhdentoista harjoituslajin alatyypin kautta kuusi päätyyppiä. Tutkimusta voidaan hyödyntää esiopetuskirjojen arvioinnissa ja laatimisessa sekä varhaiskasvatus- ja esiopetuspedagogiikassa.

Identifying first graders at risk of reading and writing difficulties : creating a group-based screening tool in kiswahili in Tanzania

Early identification of beginning readers at risk of developing reading and writing difficulties plays an important role in the prevention and provision of appropriate intervention. In Tanzania, as in other countries, there are children in schools who are at risk of developing reading and writing difficulties. Many of these children complete school without being identified and without proper and relevant support. The main language in Tanzania is Kiswahili, a transparent language. Contextually relevant, reliable and valid instruments of identification are needed in Tanzanian schools. This study aimed at the construction and validation of a group-based screening instrument in the Kiswahili language for identifying beginning readers at risk of reading and writing difficulties. In studying the function of the test there was special interest in analyzing the explanatory power of certain contextual factors related to the home and school. Halfway through grade one, 337 children from four purposively selected primary schools in Morogoro municipality were screened with a group test consisting of 7 subscales measuring phonological awareness, word and letter knowledge and spelling. A questionnaire about background factors and the home and school environments related to literacy was also used. The schools were chosen based on performance status (i.e. high, good, average and low performing schools) in order to include variation. For validation, 64 children were chosen from the original sample to take an individual test measuring nonsense word reading, word reading, actual text reading, one-minute reading and writing. School marks from grade one and a follow-up test half way through grade two were also used for validation. The correlations between the results from the group test and the three measures used for validation were very high (.83-.95). Content validity of the group test was established by using items drawn from authorized text books for reading in grade one. Construct validity was analyzed through item analysis and principal component analysis. The difficulty level of most items in both the group test and the follow-up test was good. The items also discriminated well. Principal component analysis revealed one powerful latent dimension (initial literacy factor), accounting for 93% of the variance. This implies that it could be possible to use any set of the subtests of the group test for screening and prediction. The K-Means cluster analysis revealed four clusters: at-risk children, strugglers, readers and good readers. The main concern in this study was with the groups of at-risk children (24%) and strugglers (22%), who need the most assistance. The predictive validity of the group test was analyzed by correlating the measures from the two school years and by cross tabulating grade one and grade two clusters. All the correlations were positive and very high, and 94% of the at-risk children in grade two were already identified in the group test in grade one. The explanatory power of some of the home and school factors was very strong. The number of books at home accounted for 38% of the variance in reading and writing ability measured by the group test. Parents´ reading ability and the support children received at home for schoolwork were also influential factors. Among the studied school factors school attendance had the strongest explanatory power, accounting for 21% of the variance in reading and writing ability. Having been in nursery school was also of importance. Based on the findings in the study a short version of the group test was created. It is suggested for use in the screening processes in grade one aiming at identifying children at risk of reading and writing difficulties in the Tanzanian context. Suggestions for further research as well as for actions for improving the literacy skills of Tanzanian children are presented.