scholarly journals Paruman The Khemion Master: Learning Chemistry Periodic table with Trading Card game

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Satrya Mahardhika ◽  
Frans Santoso ◽  
Nashiruddin Alfath
Keyword(s):  
Periodic Table ◽  
Traditional Method ◽  
Chemical Element ◽  
Card Game ◽  
Majority Students ◽  
Augment Reality ◽  
The Subject ◽  
Game Rule ◽  
Learning Chemistry

The purpose of this research is to learn about how IP character can help students remembering their lesson. In this case we apply the research to a subject that majority students having difficulty to learn, it is chemistry. Some students say that chemistry is the hardest subject for them. Some say that the hardest part is to remember codes and elements on chemistry. Even they said it is the most boring subject, and usually they get a bad mark for it. Based on our survey, we find out that most of students having difficulties to study the subject using traditional method. They prefer to learn using graphics, because it is easier to remember the codes. For this case, we create a set of play card that can help students remembering the chemicals codes. Each card has a unique IP Character that resembles chemical element. Writers also add an element, which could make the chemistry lesson easier to understand, that is game. A game rule will be applied on the card game, and it will help student learned chemistry. And to make it more attractive and fun, we also try to put some technology to the game. Using a technology called Augment Reality, we try to engage students more. 

What Is A Chemical Element?

2020 ◽  
Keyword(s):  
Periodic Table ◽  
Chemical Element ◽  
Abstract Concept ◽  
International Union ◽  
Applied Chemistry ◽  
Educational Levels ◽  
Unique Position ◽  
Current State ◽  
Element Carbon ◽  
Definition Of

The term “element” is typically used in two distinct senses. First it is taken to mean isolated simple substances such as the green gas chlorine or the yellow solid sulphur. In some languages, including English, it is also used to denote an underlying abstract concept that subsumes simple substances but possesses no properties as such. The allotropes and isotopes of carbon, for example, all represent elements in the sense of simple substances. However, the unique position for the element carbon in the periodic table refers to the abstract sense of “element.” The dual definition of elements proposed by the International Union for Pure and Applied Chemistry contrasts an abstract meaning and an operational one. Nevertheless, the philosophical aspects of this notion are not fully captured by the IUPAC definition, despite the fact that they were crucial for the construction of the periodic table. This pivotal chemical notion remains ambiguous and such ambiguity raises problems at the epistemic, logical, and educational levels. These aspects are discussed throughout the book, from different perspectives. This collective book provides an overview of the current state of the debate on the notion of chemical element. Its authors are historians of chemistry, philosophers of chemistry, and chemists with epistemological and educational concerns.

The Age of the Samhitas

2020 ◽  
pp. 40-65
Author(s):  
M. R. Raghava Varier
Keyword(s):  
Traditional Method ◽  
General Medicine ◽  
Medical System ◽  
Rational Method ◽  
Indigenous Healing ◽  
Codified Knowledge ◽  
The Subject ◽  
Scientific Truth ◽  
Canonical Texts ◽  
The Mind

The systematic and codified knowledge of Āyurveda attained maturity in the classical texts of the samhitas. They are several texts and each of them is attached to the name of an ācārya, preceptor, such as Caraka, Suśruta, Bhela, Kāśyapa, and Hārīta. The knowledge and wisdom of indigenous healing and healthcare are explained in the samhitas with special references to a particular branch of the system of medicine. Thus kāyacikitsa, general medicine, is the subject of the Carakasamhita while śalyacikitsa, surgery, is the subject of the Suśrutasamhita. Bhēḷasamhita deals mainly with diseases and treatments for the mind, Kāśyapasamhita focuses on koumārabhṛtya, pediatrics, and the subject of the Hārītasamhita is gṛhabādha, demonology, and allied matters. What were preserved in preceding literature including the Vedas, the Brāhmaņas, and the Buddhist Pali canonical texts as seeds and seedlings are found fully grown in the samhitas, nourished by scholarly discussions at various levels. The indigenous medical system was designated as Āyurveda by the time of the samhitas. Topics such as qualities of a preceptor, qualities of a disciple, and qualities of the science are discussed in the various samhitas. Initiation of the disciples, knowledge of anatomy, procedure of treatment, and Modalities of treatment are discussed in great detail. The traditional method of the daivavyapāśraya (the divine or magico-religious) mode of treatment of the Vedic tradition was replaced by the yuktivyapāśraya (empirico-rational) method of therapy with the codification of the Carakasamhita. The emphasis of Caraka was on the process of investigation, which is essential for arriving at scientific truth and hence he repeatedly uses the word parīkṣa instead of pramāṇa.

scholarly journals Dificultades De Comprensión De Nociones Relativas A La Clasificación Periódica De Los Elementos Químicos: La Opinión De Profesores E Investigadores En Educación Química

2013 ◽  
Vol 2 (16) ◽  
pp. 53
Author(s):  
Antonio Joaquín Franco-Mariscal ◽  
José María Oliva-Martinez
Keyword(s):  
Science Education ◽  
Secondary Education ◽  
Student Learning ◽  
Periodic Table ◽  
Learning Difficulties ◽  
Structured Interviews ◽  
The Subject

En este artículo se analizan las dificultades de aprendizaje de los alumnos de educación secundaria en torno al tema de la clasificación periódica de los elementos. Para ello, se recogen las opiniones de una muestra de profesores de Química y de didáctica de las ciencias obtenidas a partir de cuestionarios escritos y entrevistas individuales semiestructuradas. La información resultante es analizada a partir de un conjunto de ocho dimensiones, correspondientes a diferentes razones que pueden obstaculizar el aprendizaje en este ámbito. Concretamente se proponen estas dimensiones, a saber: 1) aspectos actitudinales, 2) memorización, 3) carencias o preconcepciones en torno a conceptos previos sobre los que se sustenta el tema, 4) desconocimiento o incomprensión de las propiedades que se utilizan como criterios de clasificación, 5) la noción de periodicidad y de percepción de su utilidad, 6) ambivalencia de significados de nociones asociadas a la Tabla Periódica, 7) carácter abstracto de los conceptos implicados y de los razonamientos exigidos y 8) deficiencias en el proceso de enseñanza. AbstractThis paper analyzes the learning difficulties of students in secondary education about the subject of the Periodic Table of elements. We present the opinions of a sample of teachers in Chemistry and Science Education obtained from written questionnaires and semi-structured interviews. The information has been analyzed from a set of eight dimensions that allow us to systematize several sources of difficulty and different reasons that may hinder student learning in this subject. Specifically, we propose these dimensions: 1) attitudinal aspects, 2) memorizing 3) deficiencies about preconceptions in the lesson 4) misunderstanding of the properties used as criteria classification; 5) the notion of periodicity and the perception of its usefulness 6) ambivalence of meanings of notions related with the Periodic Table; 7) the abstract nature of the concepts involved and the reasoning required; and 8) deficiencies in the teaching process.ResumoEste artigo analisa as dificuldades de aprendizagem dos alunos do ensino secundário sobre o assunto da tabela periódica dos elementos. Isso irá refletir as opiniões de uma amostra de professores de Química e Ciências da Educação obtidos a partir de questionários escritos e entrevistas individuais semi-estruturadas. A informação resultante é analisada a partir de um conjunto de oito dimensões, por razões diferentes, que podem dificultar a aprendizagem nesta área. Especificamente, propõe-se estas dimensões, a saber: 1) aspectos atitudinais, 2) Memória 3) lacunas ou preconceitos sobre os conceitos anteriores sobre a qual se baseia o tema; 4) ignorância ou incompreensão dos imóveis utilizados como critérios classificação, 5) o conceito de freqüência e percepção da sua utilidade; 6) ambivalência de significados dos conceitos associados à Tabela Periódica, 7) natureza abstrata dos conceitos envolvidos eo raciocínio necessário, 8) as deficiências no processo de ensino.

scholarly journals ‘Thinking Through’ Games in the Classroom: Using Discursive Game Design to Play and Engage with Historical Datasets

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
René Glas ◽  
Jasper Van Vught ◽  
Stefan Werning
Keyword(s):  
Cultural Heritage ◽  
Subject Matter ◽  
Game Design ◽  
Software Tool ◽  
Design Framework ◽  
Card Game ◽  
Simple Games ◽  
Student Groups ◽  
Educational Framework ◽  
The Subject

In this contribution, we outline Discursive Game Design (DGD) as a practice-based educational framework, explain how to use this design framework to teach game historiography, and report on findings from a series of in-class experiments. Using Nandeck, a freely available software tool for card game prototyping, we created sets of playing cards based on two game-historical datasets. Students were then asked to prototype simple games with these card decks; both playtesting and co-creating each other’s games in an ongoing quasi-conversational process between different student groups fostered discussions on, and produced alternative insights into, the complex notion of (Dutch) game history, canonization/selection and games as national cultural heritage. The article shows how DGD can be implemented to allow for students with little or no design background to actively ‘think through’ games about the subject matter at hand.

scholarly journals Identification of Explosion from Hydrogen Gas

2021 ◽  
Vol 4 (2) ◽  
pp. 70
Author(s):  
Fithriyyah Karimah ◽  
Tico G Samosir ◽  
Fuaddinda P Salsabila
Keyword(s):  
Periodic Table ◽  
Chemical Element ◽  
Atomic Mass ◽  
Hydrogen Gas ◽  
Plasma State ◽  
The World ◽  
Experimental Process ◽  
Abundant Element ◽  
Elemental Mass ◽  
The Universe

Hydrogen or sometimes called water, is a chemical element on the periodic table that has the symbol H and atomic number 1. At standard temperatures and pressures, hydrogen is colorless, odorless, non-metallic, singlevalent, and a highly flammable diatomic gas. With an atomic mass of 1.00794 amu, hydrogen is the lightest element in the world. It is also the most abundant element, accounting for roughly 75% of the total elemental mass of the universe. Most stars are formed by hydrogen in the plasma state. Hydrogen compounds are relatively rare and rarely found naturally on Earth, and are usually produced industrially from various hydrocarbons such as methane. Hydrogen can also be produced from water through electrolysis, but this process is more expensive commercially than producing hydrogen from natural gas. With the aim to prove the explosion that occurred and the reaction that occurred during the experimental process of an exothermic or endoderm reaction explosion

Heavy, Superheavy . . . Quo Vadis?

2018 ◽  
Author(s):  
Paul J. Karol
Keyword(s):  
Atomic Number ◽  
Periodic Table ◽  
Chemical Element ◽  
Chemical Elements ◽  
Chemical Properties ◽  
Superheavy Element ◽  
Electron Shell ◽  
Heavy Elements ◽  
Quo Vadis ◽  
Definition Of

Uranium was Discovered in 1789 by the German chemist Martin Heinrich Klaproth in pitchblende ore from Joachimsthal, a town now in the Czech Republic. Nearly a century later, the Russian chemist Dmitri Mendeleev placed uranium at the end of his periodic table of the chemical elements. A century ago, Moseley used x-ray spectroscopy to set the atomic number of uranium at 92, making it the heaviest element known at the time. This chapter will deal with the quest to explore that limit and heavy and superheavy elements, and provide an update on where continuation of the periodic table is headed and some of the significant changes in its appearance and interpretation that may be necessary. Our use of the term “heavy elements” differs from that of astrophysicists who refer to elements above helium as heavy elements. The meaning of the term “superheavy” element is still not exactly agreed upon and has changed over the past several decades. “Ultraheavy” is occasionally used. Interestingly, there is no formal definition of “periodic table” by the International Union of Pure and Applied Chemistry (IUPAC) in their glossary of definitions: the “Gold Book.” But there are plenty of definitions in the general literature—including Wikipedia, the collaborative, free, internet encyclopedia which calls the “periodic table” a “tabular arrangement of the chemical elements, organized on the basis of their atomic numbers, electron configurations (electron shell model), and recurring chemical properties. Elements are presented in order of increasing atomic number (the number of protons in the nucleus).” IUPAC’s first definition of a “chemical element” is: “A species of atoms; all atoms with the same number of protons in the atomic nucleus.” Their definition of atom: “the smallest particle still characterizing a chemical element. It consists of a nucleus of positive charge (Z is the proton number and e the elementary charge) carrying almost all its mass (more than 99.9%) and Z electrons determining its size.”

Evaluation of Determinants

1952 ◽  
Vol 45 (3) ◽  
pp. 183-186
Author(s):  
Aaron Bakst
Keyword(s):  
Traditional Method ◽  
Classroom Teachers ◽  
Direct Expansion ◽  
Unknown Reason ◽  
The Subject ◽  
Method Of Evaluation

The proposed method of evaluation of determinants, however unorthodox it may seem, has, for some unknown reason, escaped the attention of authors and teachers of algebra, although references to it (and complete developments) have appeared in the literature on the subject.1 As a method for the evaluation of determinants it is general and it is, in some respects, more effective due to its simplicity. This proposed method is not offered with the view of supplanting and replacing the traditional method of evaluating determinants by means of direct expansion or by expansion by means of minors. However, it may appeal to some classroom teachers as a process which contains elements of simplicity.

scholarly journals Use of applications for leaching Learning Chemistry

2020 ◽  
Vol 9 (10) ◽  
pp. e3619108629
Author(s):  
Maria Idaiane Bezerra Cavalcante ◽  
Jakson Fernandes Lima ◽  
Railo Cavalcante Nunes ◽  
Daniel Alves da Silva ◽  
Glória Fernandes Lima ◽  
...  
Keyword(s):  
Laboratory Experiment ◽  
Primary Education ◽  
Periodic Table ◽  
Descriptive Study ◽  
9Th Grade ◽  
Chemical Concepts ◽  
Qualitative Nature ◽  
The Subject ◽  
The City ◽  
Loving Relationship

Technology and education have always had a loving relationship, especially in the classroom. For Education in Chemistry, smartphones and their Apps can provide experiences that were previously restricted to a laboratory experiment. The purpose of this study was to investigate through an evaluation the use of the Periodic Table Quiz applications and the Educalabs Periodic Table in the classroom, how these technologies can be integrated into teaching and what are their effects on student learning. It was held at the Municipal School of Primary Education II Roberto Antunes de Freitas in the city of Quiterianópolis-CE, in 02 classes of the 9th grade, comprising 32 students, with a methodology based on a descriptive study, empirical basis and qualitative nature. The results showed the contribution and potential that the applications offer in the learning of chemical concepts. After using these, it can be noticed that there were more correct answers in 08 of the 10 questions proposed, and 100% of the students stated that their interest in the subject increased, so they could verify the validity of exploring chemistry contents through these applications since they offer more interactive content that engages the student's genuine interest in participating in the process.

scholarly journals Digital Language of Atomic Weights of the Chemical Elements

2014 ◽  
Vol 32 ◽  
pp. 42-53
Author(s):  
Lutvo Kurić
Keyword(s):  
Digital Technology ◽  
Periodic Table ◽  
New Technologies ◽  
Chemical Elements ◽  
New Technology ◽  
Natural Sciences ◽  
Practical Application ◽  
New Methods ◽  
The Subject ◽  
Digital Language

The subject of this thesis is a digital approach to the investigation of the digital basis of digital Periodic Table – periods 4 and 5. A period 4 element is one of the chemical elements in the fourth row (or period) of the periodic table of the elements. The fourth period contains 18 elements, beginning with potassium and ending with krypton. As a rule, period 4 elements fill their 4s shells first, then their 3d and 4p shells, in that order, however there are exceptions, such as chromium. A period 5 element is one of the chemical elements in the fifth row (or period) of the periodic table of the elements. The fifth period contains 18 elements, beginning with rubidium and ending with xenon. As a rule, period 5 elements fill their 5s shells first, then their 4d, and 5p shells, in that order, however there are exceptions, such as rhodium. The digital mechanism of those periods have been analyzed by the application of cybernetic methods, information theory and system theory, respectively. This paper is to report that we discovered new methods for development of the new technologies in chemistry. It is about the most advanced digital technology which is based on program, cybernetics and informational systems and laws. The results in practical application of the new technology could be useful in chemistry, bioinformatics, genetics, bio-chemistry and other natural sciences.

The Periodic System: A Mathematical Approach

2018 ◽  
Author(s):  
Guillermo Restrepo
Keyword(s):  
Periodic System ◽  
Periodic Table ◽  
Chemical Element ◽  
Chemical Elements ◽  
Protein Complexes ◽  
Simple Substance ◽  
System A ◽  
Periodic Law ◽  
Definition Of ◽  
Recent Formulation

The Periodic Table, Despite its near 150 years, is still a vital scientific construct. Two instances of this vitality are the recent formulation of a periodic table of protein complexes (Ahnert et al. 2015) and the announcement of four new chemical elements (Van Noorden 2016). “Interestingly, there is no formal definition of ‘Periodic Table’,” claims Karol (2017) in his chapter of the current volume. And even worse, the related concepts that come into play when referring to the periodic table (such as periodic law, chemical element, periodic system, and some others) overlap, leading to confusion. In this chapter we explore the meaning of the periodic table and of some of its related terms. In so doing we highlight a few common mistakes that arise from confusion of those terms and from misinterpretation of others. By exploring the periodic table, we analyze its mathematics and discuss a recent comment by Hoffmann (2015): “No one in my experience tries to prove [the periodic table] wrong, they just want to find some underlying reason why it is right.” We claim that if the periodic table were “wrong,” its structure would be variable; however the test of the time, including similarity studies, show that it is rather invariable. An approach to the structure of the periodic system we follow in this chapter is through similarity. In so doing we review seven works addressing the similarity of chemical elements accounting for different number of elements and using different properties, either chemical or physical ones. The concept of “chemical element” has raised the interest of several scholars such as Paneth (1962) and is still a matter of discussion given the double meaning it has (see, e.g., Scerri 2007, Earley 2009, Ruthenberg 2009, Ghibaudi et al. 2013, van Brakel 2014, Restrepo & Harré 2015), which is confusing, leading to misconceptions. The two meanings of the concept of chemical element are basic and simple substance. According to Paneth (1962), a basic substance belongs to the transcendental world and it is devoid of qualities, and therefore is not perceptible to our senses.

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