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Journal articles on the topic 'SCIENCE / Chemistry / General'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Cekovic, Zivorad. "Challenges for chemical sciences in the 21st century." Chemical Industry 58, no. 4 (2004): 151–57. http://dx.doi.org/10.2298/hemind0404151c.

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Chemistry and chemical engineering have changed very significantly in the last half century. From classical sciences they have broadened their scope into biology, medicine, physics, material science, nanotechnology, computation and advanced methods of process engineering and control. The applications of chemical compounds, materials and knowledge have also dramatically increased. The development of chemical sciences in the scientifically most advanced countries, at the end of the last century was extrapolated to the next several decades in this review and challenges for chemists and chemical engineers are described. Research, discovery and invention across the entire spectrum of activities in the chemical sciences, from fundamental molecular-level chemistry to large-scale chemical processing technology are summarized. The strong integration of chemical science and engineering into all other natural sciences, agriculture, environmental science, medicine, as well as into physics, material science and information technology is discussed. Some challenges for chemists and chemical engineers are reviewed in the following fields: i) synthesis and manufacturing of chemical products, ii) chemistry for medicine and biology, iii) new materials, iv) chemical and physical transformations of materials, v) chemistry in the solving of energy problems (generation and savings), vi) environmental chemistry: fundamental and practical challenges.

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Ghibaudi, Elena. "Levi’s Periodic System vs. Mendeleev’s Periodic System: two engaged views of chemistry between science and literature." Pure and Applied Chemistry 91, no. 12 (December 18, 2019): 1941–47. http://dx.doi.org/10.1515/pac-2019-0604.

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Abstract A comparison between the figures of Levi and Mendeleev is proposed, based on their peculiar ways of conceiving their professional role of chemist, their life experiences, their achievements and their thought. The Weltanschauung of these two figures, despite their having lived in distinct historical periods and their belonging to distinct cultures, was deeply influenced by the fact of being chemists: chemistry was – for both of them – a tool for interpreting the world around them and acting effectively in it. The chemistry Levi talks about in his writings is not just a narrative pretext: it is part of his vision of the world and a means of survival in the hellish context of the extermination camp. Similarly, Mendeleev’s idea of chemistry was always related to the life context and the human condition: this explains his pedagogical concerns and the attention payed to social, economic and cultural issues typical of his time. Both Levi and Mendeleev were chemists for whom chemistry was a means of civil engagement. Their writings show that chemistry was a source of inspiration for their ethics.

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Whittingham, M. Stanley. "Materials in the Undergraduate Chemistry Curriculum." MRS Bulletin 15, no. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.

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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

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Pandey, J. "Future scope and trends of natural chemistry." Pharmaceutics and Pharmacology Research 4, no. 1 (December 23, 2020): 01–03. http://dx.doi.org/10.31579/2693-7247/024.

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Green science is else called sustainable sciences. The structure is utilized of chemical compounds and techniques that diminish age of perilous i.e. hazardous compound substances. Green science applies corner to corner the life-cycle of a chemical compound, including its assembling, use, plan, and at last removal. Green science is extremely useful in avoidance of contamination at the atomic level, it gives creative scientific arrangements, and it lessens the negative effects of compound on human health and the environment. Green science's 12 standards (Prevent squander, Maximize particle economy, Plan less risky concoction amalgamation, Design more secure synthetic concoctions and items, Use more secure solvents what's more, response conditions and Increase vitality productivity and so on.). Green science assume significant job in pharmaceutical in creating innovatory medicate conveyance strategies which are not so much poisonous but rather more valuable, viable with least symptoms and could help a large number of patients.

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de Berg, Kevin Charles. "The significance of the origin of physical chemistry for physical chemistry education: the case of electrolyte solution chemistry." Chem. Educ. Res. Pract. 15, no. 3 (2014): 266–75. http://dx.doi.org/10.1039/c4rp00010b.

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Physical Chemistry's birth was fraught with controversy, a controversy about electrolyte solution chemistry which has much to say about how scientific knowledge originates, matures, and responds to challenges. This has direct implications for the way our students are educated in physical chemistry in particular and science in general. The incursion of physical measurement and mathematics into a discipline which had been largely defined within a laboratory of smells, bangs, and colours was equivalent to the admission into chemistry of the worship of false gods according to one chemist. The controversy can be classified as a battle betweendissociationistson the one hand andassociationistson the other; between theEuropeanson the one hand and theBritishon the other; between theionistson the one hand and thehydrationistson the other. Such strong contrasts set the ideal atmosphere for the development of argumentation skills. The fact that a compromise position, first elaborated in the late 19th century, has recently enhanced the explanatory capacity for electrolyte solution chemistry is challenging but one in which students can participate to their benefit.

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6

Nikolić, Nikola D., Dragan M. Đorđević, Maja N. Stanković, Nenad S. Krstić, Milica G. Nikolić, and Vladimir D. Dimitrijević. "Chair of General and Inorganic Chemistry." Chemia Naissensis 1, no. 1 (2018): 64–71. http://dx.doi.org/10.46793/chemn1.1.064n.

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Researchers from the Chair published over 50 scientific papers in the field of inorganic chemistry, geochemistry, bioinorganic chemistry, organometallic compounds, the chemistry of coordination compounds, tests of inorganic materials (construction materials, electrode materials, natural minerals, etc.), the development of chemically modified biosorbents. Also, they are participants in a number of national and international projects in the field of basic research and technological development, as well as projects for the popularization of science.

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7

Togni, Antonio. "What is Philosophy of Chemistry and Why is it Important." CHIMIA 77, no. 5 (May 31, 2023): 353. http://dx.doi.org/10.2533/chimia.2023.353.

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Chemistry is a science fundamentally characterized by the ability of making its own study objects. Chemistry's unique sign language and representations of structural formulas are highly predictive tools. These aspects, together with the richness of qualitative models, make chemistry highly attractive for philosophical studies. However, philosophy of chemistry is, within the philosophy of science, a still relatively young discipline.

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8

Abu Zarga, Musa H. "Preface." Pure and Applied Chemistry 83, no. 9 (January 1, 2011): iv. http://dx.doi.org/10.1351/pac20118309iv.

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It was a great honor for the University of Jordan to organize the 11th Eurasia Conference on Chemical Sciences (EuAsC2S-11), which was held at the Dead Sea, Jordan from 6 to 10 October 2010.The main objective of the Eurasia Conferences is to give young chemists and graduate students from developing countries the opportunity to meet and interact with eminent scientists from all over the world.The theme of the 11th Eurasia Conference, “ChemistryCares”, underlines the role of chemistry in society and the responsibility of chemists to improve our lives.The scientific program featured 12 plenary lectures, 108 invited lectures, 36 oral presentations, and more than 100 poster presentations. The topics covered the following major themes:Natural Products ChemistryPharmaceutical Chemistry and Drug DesignBioorganic ChemistryOrganic SynthesisHeterocyclic ChemistryBioinorganic and Inorganic ChemistryCoordination ProgrammingMaterials Science and NanochemistryRenewable Energy and Water ResearchPhysical and Computational ChemistryAnalytical ChemistryElectrochemistryMolecular Aspects of Liquids and SolutionsEducational ChemistryIn addition, there were 4 workshops, 5 panel discussions, and 5 scientific exhibitions.The conference was attended by 630 participants from 59 countries. Many of the participants were young chemists from Jordan and other developing countries who had the opportunity to meet and interact with prominent scientists from around the world, including three Nobel laureates.We are grateful to all who contributed to the success of the conference, especially the speakers and the national and international sponsors.Musa H. Abu ZargaConference Editor

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9

Roberts, Lissa. "Filling the Space of Possibilities: Eighteenth-Century Chemistry's Transition from Art to Science." Science in Context 6, no. 2 (1993): 511–53. http://dx.doi.org/10.1017/s0269889700001496.

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The ArgumentThis paper charts eighteenth-century chemistry's transition from its definition as an art to its proclaimed status as a science. Both the general concept of art and specific practices of eighteenth-century chemists are explored to account for this transition. As a disciplined activity, art orients practitioners' attention toward particular directions and away from others, providing a structured space of possibilities within which their discipline develops. Consequently, while chemists throughout the eighteenth century aspired to reveal nature's “true voice,” the path of their investigations was directed by and toward their laboratory manipulations. So long as the chemical community maintained an ethos of polite cooperation and eschewed theoretical wrangling, this point was hidden by a rhetoric of “matter of fact” reporting. But as “facts” mounted in the 1770s and 1780s, especially in pneumatic chemistry, cooperation gave way to contention as chemists sought to name and organize their findings without the guidance of a communally accepted “natural” system. Lavoisier and his fellow “new” chemists offered a forceful solution to this dilemma by introducing a revolutionary network of theories, nomenclature, and instruments that unabashedly fused the productive manipulation of their laboratory work with what they claimed as the structure and activity of nature.

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10

Calis, Sevgul. "Recognition of the tools used in general chemistry laboratory of science teacher candidates and determination of their levels of knowledge." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 175–80. http://dx.doi.org/10.18844/prosoc.v4i1.2252.

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Khery, Yusran, Masjudin Masjudin, Ahmad Muzaki, Baiq Asma Nufida, Yesi Lesnawati, Sri Rahayu, and Nur Candra Eka Setiawan. "Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (July 31, 2020): 122. http://dx.doi.org/10.3991/ijim.v14i12.15591.

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Development of student understanding of nature of science, conceptual understanding, and scientific literacy on learning must be supported by proper learning process. An offline and online environment on mobile learning oriented with Nature of Science oriented learning can be considered to commit. Mobile-Nature of Science (Mobile-NOS) is suitable model of learning for this purpose. Evaluating the influence of Mobile-NOS model of learning application towards Students' understanding of nature of science, chemistry concept understanding, and scientific literacy on general chemistry learning are focus of this study. This study was carried out by posttest only control group design, in form of quasi experimental. There are 44 sample determined by saturated sampling technique of general chemistry students as population. Sample divided into two group equally, the experimental and control group. Data were collected by understanding nature of science questionnaire, scientific literacy test, and chemistry conceptual understanding test. Data was analyzed by independence sample t test. The result of the study showed that the application mobile-NOS model of learning make students better on understanding of nature of science, conceptual understanding, and scientific literacy

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12

Rosales Martínez, Antonio. "The deuteration of organic compounds as a tool to teach chemistry." Educación Química 33, no. 3 (July 25, 2022): 178. http://dx.doi.org/10.22201/fq.18708404e.2022.3.81491.

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<p>The deuteration of organic compounds has contributed to several fields of scientific knowledge, such as analytical, medicinal, organic chemistry, and polymer science. In this manuscript the concepts of kinetic isotopic effects, synthesis of deuterated compounds, and principal applications of deuteration are summarized to obtain a brief article that serves to teach multidisciplinary sciences to undergraduate chemists.</p><div> </div>

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13

Hicks, James R. "Everyday chemistry: A general education science course for skill vocations." Journal of Chemical Education 62, no. 9 (September 1985): 767. http://dx.doi.org/10.1021/ed062p767.

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14

Ferrell, Brent, and Jack Barbera. "Analysis of students' self-efficacy, interest, and effort beliefs in general chemistry." Chemistry Education Research and Practice 16, no. 2 (2015): 318–37. http://dx.doi.org/10.1039/c4rp00152d.

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Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and effort beliefs to a college chemistry context. In addition, a chemistry-specific measure of self-efficacy was evaluated in a modified form. This set of scales was initially administered at two time points in a first-semester general chemistry course to a sample of undergraduates (n₁= 373,n₂= 294). Confirmatory factor analyses (CFA) were conducted to determine whether the scales were functional in a chemistry context. Following revision of the scales, all CFA models demonstrated acceptable fit to the data. Cross-validation of the revised scales was performed using two different populations (n= 432,n= 728), with both studies producing similar model fits. Furthermore, our data shows that chemistry majors reported higher self-efficacy and interest than non-science majors. Cronbach's alpha estimates ranged from 0.75 to 0.92 for the revised scales across all studies. This set of scales could provide useful tools for assessing general chemistry students' motivation and the motivational impacts of various teaching practices.

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Gerush, Igor, and Antoniy Moysey. "Pre-scientific period of chemistry development. Before stating the question." Current issues of social sciences and history of medicine, no. 4 (32) (May 10, 2022): 77–80. http://dx.doi.org/10.24061/2411-6181.4.2021.311.

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The purpose of article is to study the availability of historiographical and source studies opportunities for didactic use of the topic of the pre-scientific period of chemistry, bearing in mind both the natural sciences and the humanities. The methodological basis was the study of historiography and the source base of the topic, especially the alchemical period of development of chemical knowledge. Conclusions. The availability of the material in the pre-scientific period of development of chemistry as a research spere, didactic significance in both scientific and chemical and humanitarian aspects allows the creation of a study subject for medical students. This study subject brings students to understanding, how to develop theoretical and practical knowledge in the field of chemist research and its impact on medical science in the historical aspect. It will ensure the acquisition of the main essence from the stages of formation of chemistry as a science and dialectic of its development, the continuous connection with the manufacture of drugs. Students of the course will learn the evolution and patterns of development of chemical knowledge. In addition, the study subject should contribute to the understanding of the humanitarian component of the alchemical stage in the development of chemistry and philosophy, anthropology and culture.

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16

Zaterka, Luciana, and Ronei Clécio Mocellin. "Chemistry, Society and Uncertainty." Principia: an international journal of epistemology 25, no. 2 (November 23, 2021): 241–65. http://dx.doi.org/10.5007/1808-1711.2021.e82288.

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In recent years, besides the increased interest in philosophy of chemistry, we have witnessed a "material turn" in philosophy and the history of sciences with an interest in putting instruments, objects, materials and practices at the core of historical reports. Since its alchemic past, chemistry has worked with and on materials, so that its history is also a "material history". Thus, in the wake of this "material turn", it is up to philosophy and the history of chemistry to perceive the chemical substances, the chemists that create them and the industries that produce them as part of culture, society and politics. This overlap between chemical reasoning and materiality as well as the artificial character of its products makes chemistry an eminently technoscientific science. In this context, we will analyze the most general aspect that led us to identify it as "technoscientific", the hybrid that exists between chemistry and society. With that, we intend to argue in favor of considering the modern societal necessities (material, environmental, and human) with chemistry, in an effort to build a more harmonious relationship, being that it will be long and, maybe, indissoluble. Following that, our aim is to develop a concept that cannot be separated from the capillarity of chemistry in societies and the environment, the imprevisibility and essential uncertainty of the behavior of chemical entities in multiple contexts. Finally, we will highlight some reflections concerning chemical ethics associated with the production and creation of new substances that may become a part of the lifeworld.

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Mlinac-Jerković, Kristina, Vladimir Damjanović, Svjetlana Kalanj-Bognar, and Jasna Lovrić. "Marking a Century of the Department of Chemistry and Biochemistry at School of Medicine in Zagreb." Croatica chemica acta 92, no. 3 (2019): 435–42. http://dx.doi.org/10.5562/cca3554.

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In 2018 the Department of Chemistry and Biochemistry at Zagreb School of Medicine celebrated 100 years since it was established by professor Fran Bubanović. This essay is focused on his successors, outstanding teachers and scientists, professors Tomislav Pinter and Mihovil Proštenik, members of Yugoslavian (today Croatian) Academy of Sciences and Arts. Tomislav Pinter was a prominent physical chemist who had an original approach and gave novel interpretation of van der Waals and Wohl’s equations. He also served as the president of Croatian Chemical Society. Neurobiochemist Mihovil Proštenik started as an organic chemist at “Prelog’s Zagreb School of Organic Chemistry”. He collaborated with two Croatian Nobel prize winners in chemistry: his PhD thesis supervisor Vladimir Prelog and Lavoslav Ružička. He was the founder of “Zagreb School of Lipidology”, discovered a new sphingoid base C20-sphingosine, and had a major role in the establishment of Ruđer Bošković Institute. Herein we honor their contributions to Croatian science and beyond, and share so far unpublished valuable material from the Department archive.

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Sinex, Scott A., Joshua B. Halpern, and Scott D. Johnson. "General Chemistry for Engineers in the 21st Century: A Materials Science Approach." MRS Advances 2, no. 31-32 (2017): 1629–34. http://dx.doi.org/10.1557/adv.2017.40.

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ABSTRACTIn the case of General Chemistry, many engineering students only take a one semester class with important topics such as kinetics and equilibrium being given limited coverage. Considerable time is spent covering materials already covered in other courses such as General Physics and Introduction to Engineering. Moreover, most GChem courses are oriented toward health science majors and lack a materials focus relevant to engineering. Taking an atoms first approach, we developed and now run a one-semester course in general chemistry for engineers emphasizing relevant materials topics. Laboratory exercises integrate practical examples of materials science enriching the course for engineering students. First-semester calculus and a calculus-based introduction to engineering course are prerequisites, which enables teaching almost all the topics from a traditional two semester GChem course in this new course with advance topics as well. To support this course, an open access textbook in LibreText, formerly ChemWiki was developed entitled General Chemistry for Engineering. Many of the topics were supported using Chemical Excelets and Materials Science Excelets, which are interactive Excel/Calc spreadsheets. The laboratory includes data analysis and interpretation, calibration, error analysis, reactions, kinetics, electrochemistry, and spectrophotometry. To acquaint the students with online collaboration typical of today’s technical workplace Google Drive was used for data analysis and report preparation in the laboratory.

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Blinov, A. N., T. R. Kurbanov, M. N. Mikhaleva, and D. V. Sergeev. "Russian Science Foundation. Field of knowledge: Chemistry and Materials Sciences." Russian Chemical Bulletin 68, no. 4 (April 2019): 876–85. http://dx.doi.org/10.1007/s11172-019-2501-8.

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20

Smirnova, Yu V. "General Meeting of the Division of Chemistry and Materials Science of the Russian Academy of Sciences." Russian Chemical Bulletin 71, no. 6 (June 2022): 1313–19. http://dx.doi.org/10.1007/s11172-022-3537-8.

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21

Smirnova, Yu V. "General Meeting of the Department of Chemistry and Materials Science of the Russian Academy of Sciences." Russian Chemical Bulletin 70, no. 8 (August 2021): 1622–28. http://dx.doi.org/10.1007/s11172-021-3260-x.

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Konnova, G. N., and O. M. Nefedov. "General meeting of the Division of Chemistry and Materials Science of the Russian Academy of Sciences." Russian Chemical Bulletin 58, no. 8 (August 2009): 1741–43. http://dx.doi.org/10.1007/s11172-009-0241-x.

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Konnova, G. N. "General meeting of the Division of Chemistry and Materials Science of the Russian Academy of Sciences." Russian Chemical Bulletin 56, no. 6 (June 2007): 1276–82. http://dx.doi.org/10.1007/s11172-007-0195-9.

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Konnova, G. N., and O. M. Nefedov. "General Meeting of the Division of Chemistry and Materials Science of the Russian Academy of Sciences." Russian Chemical Bulletin 60, no. 8 (August 2011): 1786–90. http://dx.doi.org/10.1007/s11172-011-0269-6.

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25

Hahn, Uwe, and Jean-François Nierengarten. "The copper–catalyzed alkyne-azide cycloaddition for the construction of fullerene–porphyrin conjugates." Journal of Porphyrins and Phthalocyanines 20, no. 08n11 (August 2016): 918–34. http://dx.doi.org/10.1142/s1088424616500966.

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Click chemistry has become a very popular and efficient concept for synthetic chemists for the construction of new molecules. Among the click chemistry approaches known to date, it is undoubted that the copper-catalyzed alkyne-azide 1,3-dipolar cycloaddition (CuAAC) has played a key role. Such reactions in general offer virtually unlimited possibilities to prepare new molecules for [Formula: see text]. materials science applications. As such, the synthesis of porphyrin–fullerene conjugates obtained via CuAAC are summarized within the present review article.

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Sewry, J., A. Ngqinambi, and K. Ngcoza. "Attitudes to science when doing kitchen chemistry at science clubs." South African Journal of Chemistry 77 (2023): 74–79. http://dx.doi.org/10.17159/0379-4350/2023/v77a10.

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The South African grade 9 Natural Sciences curriculum suggests the use of everyday science to introduce the usefulness and the relatability of science to learners. Many learners, however, seem to have a negative attitude towards science learning and science as an entity. This study is an intervention that sought to ascertain the attitudes of grade 8 and 9 learners in under-resourced schools in South Africa after they had carried out kitchen chemistry hands-on practical activities at science clubs in under-resourced township schools. The learners were interviewed about their experiences, and university student volunteers at the science clubs were also interviewed. An inductive-deductive thematic approach was used to analyse the qualitative interview data. The findings of the study revealed that the learners had a more positive attitude toward science after they had been engaged in the kitchen chemistry hands-on practical activities. Additionally, the integration of everyday knowledge promoted conceptual understanding and improved the performance of the learners. The interviews with the student volunteers revealed aspects that they thought would improve learners' attitudes to science. Science clubs run by university student volunteers could assist in promoting a positive attitude to science among learners.

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Bogoeva-Gaceva, Gordana. "Polymers: The second century." Macedonian Journal of Chemistry and Chemical Engineering 39, no. 2 (December 11, 2020): 267. http://dx.doi.org/10.20450/mjcce.2020.2221.

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This year marks the 100th anniversary of the revolutionary article published by the German chemist Hermann Staudinger (1881–1965), entitled “Über Polymerisation” (Ber. Dtsch. Chem. Ges. 53 (6) (1920) 1073–1085), which is considered as the beginning of macromolecular chemistry and polymer science in general.

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Sathoori Manasa, Shyamala, and B. Shireesha. "Approach of nano materials in pharmaceutical science." International Journal of Science and Research Archive 8, no. 4 (January 30, 2023): 086–98. http://dx.doi.org/10.30574/ijsra.2023.8.1.0365.

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Recent technical advancements have provided proof that evolution in Nano technology and Nano science is the fundamental factor. Physics, chemistry, materials science, and other engineering sciences are all involved in the multidisciplinary field of Nano technology. Nearly all areas of science and technology are seeing significant use of Nano technology. The varieties of Nano particles, as well as their synthesis and characterization methods, were highlighted in this review study. Although various techniques and applications have been described over the previous years, we primarily focused on the general synthetic approaches and uses of Nano materials here in order to give the young researchers a general perspective.

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Sathoori Manasa, Shyamala, and B. Shireesha. "Approach of nano materials in pharmaceutical science." International Journal of Science and Research Archive 8, no. 1 (January 30, 2023): 086–98. http://dx.doi.org/10.30574/ijsra.2023.8.1.0356.

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Recent technical advancements have provided proof that evolution in Nano technology and Nano science is the fundamental factor. Physics, chemistry, materials science, and other engineering sciences are all involved in the multidisciplinary field of Nano technology. Nearly all areas of science and technology are seeing significant use of Nano technology. The varieties of Nano particles, as well as their synthesis and characterization methods, were highlighted in this review study. Although various techniques and applications have been described over the previous years, we primarily focused on the general synthetic approaches and uses of Nano materials here in order to give the young researchers a general perspective.

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Bobizoda, G. M., M. M. Faizulloeva, and Sh Khamzina. "Teaching Chemistry by Means of Modern Research." Bulletin of the Karaganda University. Pedagogy series 108, no. 4 (September 29, 2022): 139–45. http://dx.doi.org/10.31489/2022ped4/139-145.

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Education is currently undergoing "deep" modernisation. In accordance with this, the main outcomes of educational institutions are not the knowledge itself, but a set of social competences in the most important spheres of life. Learners should adopt a set of socio-political, intellectual, informational and civic competences when they enter "adult life". The teaching of different sciences in educational institutions contributes to the formation of diverse concepts and the development of critical thinking among learners. An important point in the understanding of knowledge should include pupils’ acceptance of personal relevance, which leads to an understanding of chemistry as a science in the context of global challenges to humanity. The development of a chemical picture of the world among learners is important for the formation of a scientific outlook and a culture of ecological thinking and behaviour. That’s why, the scientific picture of the world would be fundamental for the development of nanotechnology in the educational process

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Usselman, Melvyn C., and Christopher J. Willis. "Chemistry at The University of Western Ontario – A brief history." Canadian Journal of Chemistry 93, no. 1 (January 2015): 1–6. http://dx.doi.org/10.1139/cjc-2014-0305.

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A brief institutional history of the Department of Chemistry at the University of Western Ontario in London, Ontario, from the founding of the university in 1878 until modern times is presented. After its beginnings as a subject taught to medical students, chemistry began to achieve independent status with the construction of a dedicated sciences building in 1924. Growth remained slow until government began to fund university education, and science studies, more generously in the 1950s. Emphasis on research and knowledge creation followed and major funding for infrastructure and senior faculty followed in the 1960s, when Western mined commonwealth sources for researchers of exceptional potential. The arrival of the baby boom generation in the late 1960s forced another expansion of chemistry faculty and staff. Later in the 20th century, a number of specialized and interdisciplinary chemical subspecialties, such as the Centre for Chemical Physics, the Canadian Synchrotron Radiation Facility in Madison, Wisconsin, Surface Science Western, and Interface Science Western, were created under the direction of several visionary chemists. An evolution of investigative interests continues in the 21st century, together with a departmental commitment to outstanding teaching and postuniversity career preparation for its students. After producing its first publication in 1915, the department published its 6000th in 2012, signaling a strong century of growth.

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Hand, Brian, Jeonghee Nam, and Aeran Choi. "Argument-Based General Chemistry Laboratory Investigations for Pre-Service Science Teachers." Educación Química 23 (March 2012): 96–100. http://dx.doi.org/10.1016/s0187-893x(17)30141-6.

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Ahlberg, Per. "Preface." Pure and Applied Chemistry 72, no. 12 (January 1, 2000): iii. http://dx.doi.org/10.1351/pac20007212i.

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The 15th International Conference on Physical Organic Chemistry (ICPOC 15) was held on the west coast of Sweden in the heart of Scandinavia in central Göteborg on 813 July 2000 in the middle of the summer. The conference was the first in the series to be held in the Nordic countries of Europe. IUPAC Conferences on Physical Organic Chemistry are for physical organic chemists working in all fields of science and its applications. ICPOC 15 covered progress in physical organic chemistry and emphasized its interaction with other sciences.In particular, those ways in which physical organic chemistry has crept into some "hot "fields were highlighted.The conference attracted 268 active participants and 51 accompanying persons. The program comprised 14 plenary lectures, 30 invited lectures, 75 oral contributions, 119 poster presentations, and 3 after-lunch concerts. The organizers are grateful for support from IUPAC, The Royal Swedish Academy of Sciences through its Nobel Institute for Chemistry, The Swedish National Committee for Chemistry, The Swedish Chemical Society, and Organic Chemistry at Göteborg University.Per AhlbergChairman, ICPOC 15

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Graedel, Thomas E. "Green chemistry as systems science." Pure and Applied Chemistry 73, no. 8 (August 1, 2001): 1243–46. http://dx.doi.org/10.1351/pac200173081243.

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Green chemistry does not operate as an isolated subsystem, but within higher levels of corporation and society. From an environmental standpoint, the ideal focus is to achieve optimum performance across the system, not at a single systems level. This paper proposes a four-level system for green chemistry and provides examples of performance at each level that can legitimately be termed sustainable.

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Mardhiya, Julia, and Fadhillah Nur Laila. "Designing Small-scale Chemistry for General Chemistry Practical Work Course." Jurnal Penelitian Pendidikan IPA 8, no. 6 (December 30, 2022): 3102–9. http://dx.doi.org/10.29303/jppipa.v8i6.2440.

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Hands-on chemistry activity or practical work is an important aspect of teaching at the high school and college level as part of the science education curriculum. This study aims to design Small-scale Chemistry (SSC) for general chemistry practical work. The product are laboratory work manual and practical kit. The development model used is ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). At the analysis stage, five experiment will be designed to become SSC. There are five experiments, namely determining the order of the reaction, observation the shift in chemical equilibrium, identification acid-base with indicators, determining the strength of the acid and water electrolysis. The feasibility of the manual and practical kit in content feasibility (0.84), language feasibility (0.90), presentation feasibility (0.84), graphic feasibility (0.90), and kit feasibility (0.94). All are categorized as valid based on the validity criteria of Aiken's V. The results of the implementation show that the SSC design can be implemented and the results can be observed for General Chemistry experiment learning activities. The chemicals used for the experiment are far less than the macro-scale practical work. This is in accordance with the SSC principle.

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Slabin, Uladzimir. "TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR’S SCREEN SHARING: STUDENTS’ OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION." Journal of Baltic Science Education 12, no. 6 (December 15, 2013): 759–73. http://dx.doi.org/10.33225/jbse/13.12.759.

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Knowing students' opinions about instructor's screen sharing via various media is important for developing online science courses including chemistry. This study examined university students’ opinions about the idea and the practice of instructor’s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students’ reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions. Key words: chemistry education, online teaching, screen sharing, Skype, Second Life.

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NUNES, Albino Oliveira, Lucas Oliveira de MEDEIROS, Albano Oliveira NUNES, and Allison Ruan de Morais SILVA. "DISCUSSING THE ATTITUDES AND BELIEFS ABOUT CHEMISTRY IN ELECTRO-TECHNICAL EDUCATION STUDENTS." Periódico Tchê Química 13, no. 25 (January 20, 2016): 82–88. http://dx.doi.org/10.52571/ptq.v13.n25.2016.82_periodico25_pgs_82_88.pdf.

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The advancment of science and technology in our society gave way for a crescent demand in Scientific and Technologic Literacy (SCL) for the general population. In this context, Chemistry plays an important role not only for being a central science, but also for having a strong technological component and industrial significance. Thus, this article's goal is to know and analyze the scientific and Chemistry-oriented behaviour of third-year students at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) - Campus Mossoró, trhough qualitative and quantitative approach. The data collect instruments used (open-ended question, Likert scale and semantic differential scale) were applied to 25 students from the eletrotechnical integrated course. The results show that the students present a positive attitude towards Chemistry, understanding its role as beneficial to society. However, they show a heavily negative attitude towards Chemistry when disregarding it as a possible career choice. From that, it is evident that, even though it holds social relevance, the students ignore and reject Chemistry's important aspects and its multiple applications in their professional choices.

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Cannon, Amy S., and John C. Warner. "The Science of Green Chemistry and its Role in Chemicals Policy and Educational Reform." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 21, no. 3 (October 14, 2011): 499–517. http://dx.doi.org/10.2190/ns.21.3.m.

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Over the past 10 years, the science of green chemistry has continued to evolve and has been adopted in research labs in industry and academia. At the same time, new innovations in chemicals policy have widened opportunities for legislative action to protect human health and the environment. This article addresses the mechanisms by which the science of green chemistry and chemicals policy can work together to help attain a more sustainable future. It also speaks to the pitfalls of inappropriately merging these two, and explores how such a merger could inhibit the creation of sustainable technologies. Green chemistry's role in educational reform is discussed as a means for training students who are prepared to create truly sustainable technologies.

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Bai, Chunli. "Preface." Pure and Applied Chemistry 78, no. 5 (January 1, 2006): iv. http://dx.doi.org/10.1351/pac20067805iv.

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"Creativity is the soul of a nation and an inexhaustible source of a country's prosperity." Original innovation, as the major source of new technologies, will not only bring about technological breakthroughs, but give rise to new industries and new economic structures, offering unlimited opportunities for later starters to overtake the frontrunners. "Innovation in Chemistry" is the specific theme for the 40th International Union of Pure and Applied Chemistry (IUPAC) Congress, which was held on 14-19 August 2005 in Beijing, China. The Congress provided an excellent forum for presenting the latest innovative achievements in the chemical sciences and in the practice of chemistry.A total of 1083 participants from 64 countries attended the Congress. With 412 of the participants from mainland China and 556 from other countries and regions, the Congress helped to build a bridge between Chinese chemists and the world, encouraging cooperation and excellence in fundamental research and industrializations.The high-scientific value of the Congress was evident in the plenary lectures, which were delivered by eight distinguished chemists, including three Nobel Laureates and one Einstein Award Winner. A total of 1145 papers and 622 posters were presented in the eight sessions of the Congress: (1) Environmental Chemistry and Green Chemistry; (2) Chemistry in the Life Sciences and Chemical Biology; (3) Materials Chemistry, Supermolecular Chemistry, and Nanochemistry; (4) Information Technology in Chemistry and Computational Chemistry; (5) Innovation in Physical Chemistry and Biophysical Chemistry: Research Methods and Techniques; (6) Innovation in Methodology, Technique, and Instrumentation and Analytical Chemistry; (7) Innovation in Chemical Education and Teaching Methods; (8) Innovation in the Chemical and Petrochemical Industries and "Responsible Care" for Society.Fourteen papers selected from the plenary and invited lectures from the 40th IUPAC Congress are published in this special issue of Pure and Applied Chemistry (PAC), which cover a spectrum from theoretical chemistry to chemical engineering, from micro/nanoscale studies to industrial-scale process/equipment evaluations. The review on the study of single molecules and their assembly provides a comprehensive, up-to-date summary of the field based on the fundamental research; much of the information presented falls within the special expertise of the group. The paper on the superheavy element describes the latest developments in a field that has shown higher activity in recent years as the predicted "island of stability" comes within the reach of the available hardware. This area is always of special interest to international scientists owing to the special synthesis techniques for superheavy elements employed by the Dubna group. Green chemistry is becoming a characteristic area in China that plays a significant role in motivating the development of new synthetic techniques, such as cross-dehydrogenative coupling. Other papers in this issue address a variety of topics from novel instrumentation for electrochemical impedance spectroscopy to synthesis of oxide nanomaterials; from catalysts to waste water treatment. These papers give a snapshot of the research reported at the 40th IUPAC Congress. I sincerely hope that this special issue of PAC brings some fresh ideas, novel concepts, and useful data to the readers.The International Organizing Committee contributed to the shaping of an important area of emerging science and technology. Thanks and appreciations are due to the Local Organizing Committee for the efficiency and excellence of the local arrangements and for the gracious hospitality. I am grateful to those who contributed their latest research work to this issue, and the support from Dr. John W. Jost, IUPAC Executive Director.Chunli BaiPresident of the 40th IUPAC Congress,President of the Chinese Chemical Society,and Executive Vice President of the Chinese Academy of Sciences

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Svatek, E., W. Czysz, F. Jancik, and W. Schmidt. "1 General analytical chemistry." Fresenius' Zeitschrift für analytische Chemie 335, no. 1 (January 1989): 137–45. http://dx.doi.org/10.1007/bf00482406.

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Czysz, W., F. Jancik, and E. Svantek. "1 General analytical chemistry." Fresenius' Zeitschrift für analytische Chemie 335, no. 1 (January 1989): 145–48. http://dx.doi.org/10.1007/bf00482407.

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Czysz, W., F. T. Bartsch, C. K. Laird, R. H. S., M. Matucha, F. Jancik, L. Légradi, and E. Svatek. "1 General analytical chemistry." Fresenius' Zeitschrift für analytische Chemie 332, no. 4 (January 1988): 375–85. http://dx.doi.org/10.1007/bf00468825.

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Czysz, W., F. Jancik, U. Hohnstedt, M. Katyal, and C. K. Laird. "1 General analytical chemistry." Fresenius' Zeitschrift für analytische Chemie 332, no. 4 (January 1988): 385–90. http://dx.doi.org/10.1007/bf00468826.

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Czysz, W., J. S. Dunnett, R. H. S., and F. Jancik. "1 General analytical chemistry." Fresenius' Zeitschrift für analytische Chemie 332, no. 4 (January 1988): 390–93. http://dx.doi.org/10.1007/bf00468827.

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Villalta-Cerdas, Adrian, and Santiago Sandi-Urena. "Self-explaining effect in general chemistry instruction: eliciting overt categorical behaviours by design." Chem. Educ. Res. Pract. 15, no. 4 (2014): 530–40. http://dx.doi.org/10.1039/c3rp00172e.

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Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarised as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. There remains a need for research conducted in the context of real college science learning environments. Working to address that need, the larger project in which this work is embedded studied the following: (a) the effect of different self-explaining tasks on self-explaining behaviour and (b) the effect of engaging in different levels of self-explaining on learning chemistry concepts. The present study used a multi-condition, mixed-method approach to categorise student self-explaining behaviours in response to learning tasks. Students were randomly assigned to conditions that included the following: explaining correct and incorrect answers, explaining agreement with another's answer, and explaining one's own answer for others to use. Textual, individual data was gathered in the classroom ecology of a university, large-enrolment general chemistry course. Findings support an association between the self-explaining tasks and students' self-explaining behaviours. Thoughtful design of learning tasks can effectively elicit engagement in sophisticated self-explaining in natural, large-enrolment college chemistry classroom environments.

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Wink, Donald. "Lorenzo’s Oilas a Vehicle for Teaching Chemistry Content, Processes of Science, and Sociology of Science in a General Education Chemistry Classroom." Journal of Chemical Education 88, no. 10 (October 2011): 1380–84. http://dx.doi.org/10.1021/ed101186n.

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Pankratov, Alexei N. "Information resources on chemistry and natural sciences in general." Online Information Review 29, no. 2 (April 2005): 168–92. http://dx.doi.org/10.1108/14684520510598048.

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Miller, Diane M., and Demetra A. Chengelis Czegan. "Integrating the Liberal Arts and Chemistry: A Series of General Chemistry Assignments To Develop Science Literacy." Journal of Chemical Education 93, no. 5 (March 25, 2016): 864–69. http://dx.doi.org/10.1021/acs.jchemed.5b00942.

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Garrigues, Philippe, and Almut B. Heinrich. "Chemistry—the global science." Environmental Science and Pollution Research 15, no. 5 (June 27, 2008): 436–38. http://dx.doi.org/10.1007/s11356-008-0023-2.

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Tahya, Dominggus, Franklin Stevan Dahoklory, and Sendry Richard Dahoklory. "Development of Local Wisdom-Based Chemistry Modules to Improve Students' Science Process Skills." Jurnal Penelitian Pendidikan IPA 8, no. 2 (April 30, 2022): 731–39. http://dx.doi.org/10.29303/jppipa.v8i2.1424.

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Process skills are essential skills that must be possessed in the chemistry learning process. It is because science process skills are needed in conducting scientific investigations. This study aimed to develop a chemistry subject module based on local wisdom and its effectiveness in improving students' science process skills. The research subjects were 30 eleventh grade senior high school students. This development research used the Borg and Gall model (2003), which adapts the Dick and Carey model, named Instructional System Design which includes ten stages of development. The product of this research and development is a chemistry subject module for the subject of colloid systems. Furthermore, the developed module received a validation test using a questionnaire given to experts and users to determine its feasibility in learning. The results of feasibility validation by learning media experts obtained a percentage of 100%, by chemists on the chemical material presented in the module content of 91%, by chemistry learning experts with a percentage of 82.50%, by 10 students with a percentage of 91.43%. Thus, the module developed is very feasible to be used in learning. After getting validation, the science process skills test results were analyzed on the initial and final tests using the Normalized Gain (N-gain) technique to determine its effectiveness in improving students' science process skills. Data analysis was obtained through one group pre-test and post-test design. Then, the results of the N-gain analysis of 0.74 are categorized as "High." It means that there is an increase in students' science process skills after applying the module. Thus, it can be concluded that the chemistry subject module is suitable for use in learning and affects the effectiveness of learning because it can effectively improve students' science process skills

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