O impacto da SARSCOV-2 no ensino dequímica no município de Barcarena –PA / The impact of  SARSCOV-2 on chemistry teaching in the municipality of Barcarena -PA

The Environmental education navigates students towards environmentally friendly life style and securing a quality of life. The implementation of cross-section topics, including the Environmental education, into science classes, is possible through a variety of techniques. One of the least used methods is a real school experiment. The following paper presents the experiment, by which we simulate the combustion of PVC and observe the impact of combustion products on plants via UV-Vis spectrophotometry optical method. This method is suitable for qualification and analysis of vegetable pigments, i.e. chlorophylls, carotenoids, and anthocyanins. The experiment is integrated into the Techniques and Didactics of School Chemistry Experiments as a part of master degree course, which prepares students for the Chemistry teaching profession. The introduced experiment enables pedagogues to integrate the environmental education into teaching process and develop mathematical and science literacy of students in the Chemistry education.

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The programme for professional development of chemistry teachers’ assessment competency

Journal of the Serbian Chemical Society ◽

10.2298/jsc210710052t ◽

2021 ◽

pp. 52-52

Author(s):

Biljana Tomasevic ◽

Dragica Trivic ◽

Vesna Milanovic ◽

Lidija Ralevic

Keyword(s):

Professional Development ◽

Group Work ◽

Teaching And Learning ◽

Summative Assessment ◽

Educational Standards ◽

Programme Implementation ◽

Chemistry Teaching ◽

Chemistry Teachers ◽

Achievement Standards ◽

The Impact

The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: (i) the assessment as a support for chemistry learning; (ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; (iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; (iv) designing tasks for monitoring students? progress towards certain educational standards. Teachers? responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.

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From novel approach to mainstream policy? The impact of context-based approaches on chemistry teaching

Educación Química ◽

10.22201/fq.18708404e.2008.4.25840 ◽

2011 ◽

Vol 19 (4) ◽

pp. 252 ◽

Cited By ~ 2

Author(s):

Fred Lubben ◽

Judith Benneth

Keyword(s):

Chemistry Teaching ◽

Formal Curriculum ◽

Novel Approach ◽

Chemical Concepts ◽

Chemical Knowledge ◽

Everyday Experiences ◽

The Impact ◽

Changing Role ◽

The Ideal

This paper reports part of a study of the ways in which students everyday experiences are used in pre-university chemistry curricula in a centralised and a decentralised education system, in South Africa and England, respectively. The changing role of contextualisation over the last 15 years is explored, in the ideal, formal and perceived curriculum. Analysis of curriculum documents including examination papers and textbooks suggest that recent curricula make use of everyday contexts, as illustrations of chemical concepts, and less frequently as justifications for studying these concepts, or for application and synthesis of chemical knowledge. Discontinuities in the use of everyday experiences occur between ideal and formal curricula, or between the formal curriculum and textbooks in decentralised and centralised systems respectively. Meaningful contextualised assessment is problematic in a variety of curricula.

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HOW DO STUDENTS OF CHEMISTRY TEACHING PROGNOSE THE IMPACT OF GRAPHICAL PART OF DIDACTICAL TESTS? SELECTED ASPECTS OF VISUALIZATION IN SCIENCE EDUCATION

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/05.2.05b ◽

2005 ◽

Vol 2 (3) ◽

pp. 5-14

Author(s):

Martin Bílek ◽

Antonín Slabý

Keyword(s):

Science Education ◽

Visual Information ◽

Point Of View ◽

Chemistry Teaching ◽

Verbal Form ◽

Project Learning ◽

Comparison Of The Results ◽

The Impact ◽

Graphical Presentation

For the first pilot research in the scope of the project Learning from graphical presentation in science education (GAČR 406/02/1165) there has been chosen investigation of the role of non-verbal elements of didactic tests. For solving of this task there was used comparison of the results of pupils of basic school performing two variants of the test with the same content and different form of formulation and arrangement of items (verbal form and form comprising visual information (pictures and graphs). In the contribution there are described starting points of the project, the interpretation obtained, experimental data from the point of view of typology of picture material as a part of didactic tests and mainly the point of view and the attitude of the students of chemistry teaching to the influence of graphical elements to the fruitfulness of students in didactic tests.

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Experiences from iPad use at Olari School and High School and in chemistry education

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v1i4.1100 ◽

2013 ◽

Vol 1 (4) ◽

pp. 425-434

Author(s):

Kirsi- Maria Vakkilainen ◽

Päivi Forsström

Keyword(s):

High School ◽

Information Search ◽

Chemistry Education ◽

Pilot Project ◽

Project Work ◽

Laboratory Work ◽

Chemistry Teaching ◽

Laboratory Equipment ◽

Learning Platform ◽

The Impact

In autumn 2011, a pilot project was launched at Olari School and High School the aim of which was to implement and utilize tablets in high school education and evaluation. Apple iPads were chosen as the used tablets. At first, few teachers and the principal were in charge of the pilot project and eventually the project expanded and in spring 2013 there were 90 tablets for student use and every teacher had one’s personal tablet. The impact of tablets on learning and pedagogical solutions has been significant. The positive aspects of iPad use include their portability and use potential during for example excursions and school trips. They serve as good tools in project work due to the simplicity of information search and data saving. Also, photos of teaching and practical laboratory work, for example, can be saved using iPad. Occasionally, the limitations to wireless network and other technical difficulties have discouraged the users. For teachers, the utilization of iPads has meant that plenty of extra time has been consumed on education and development of new practices. The cost of applications limits their accessibility on shared tablets. For now, there are so few Finnish-language applets for the teaching of different subjects that their benefits are not necessarily significant. However, the biggest challenge is the lack of time. In chemistry teaching, iPads have been used in several ways. Different programs and applications have been used in projects, essays, and reporting on laboratory work. Electronic Fronter learning platform can be used with iPads, also microcomputer-based laboratory equipment by Pasco can be connected to iPad while, for example, measuring pH.

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Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

Symposium - International Astronomical Union ◽

10.1017/s0074180900178404 ◽

1962 ◽

Vol 14 ◽

pp. 415-418

Author(s):

K. P. Stanyukovich ◽

V. A. Bronshten

Keyword(s):

Explosive Charge ◽

The Moon ◽

Meteorite Impacts ◽

The Earth ◽

Lunar Craters ◽

The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

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The Geosciences Applied to Lunar Exploration

Symposium - International Astronomical Union ◽

10.1017/s0074180900178222 ◽

1962 ◽

Vol 14 ◽

pp. 169-257 ◽

Cited By ~ 9

Author(s):

J. Green

Keyword(s):

Lunar Surface ◽

Probable Mechanism ◽

Point Of View ◽

Lunar Exploration ◽

Geological Model ◽

Apply Geophysics ◽

Surface Features ◽

The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

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Asteroid and Comet Impact Speeds upon Mars: Significance for Panspermia and the Supply of Organics

International Astronomical Union Colloquium ◽

10.1017/s0252921100014718 ◽

1997 ◽

Vol 161 ◽

pp. 197-201 ◽

Cited By ~ 1

Author(s):

Duncan Steel

Keyword(s):

Probability Distributions ◽

Regions Of Interest ◽

Significant Fraction ◽

Organic Chemicals ◽

Impact Speed ◽

The Mean ◽

The Impact

AbstractWhilst lithopanspermia depends upon massive impacts occurring at a speed above some limit, the intact delivery of organic chemicals or other volatiles to a planet requires the impact speed to be below some other limit such that a significant fraction of that material escapes destruction. Thus the two opposite ends of the impact speed distributions are the regions of interest in the bioastronomical context, whereas much modelling work on impacts delivers, or makes use of, only the mean speed. Here the probability distributions of impact speeds upon Mars are calculated for (i) the orbital distribution of known asteroids; and (ii) the expected distribution of near-parabolic cometary orbits. It is found that cometary impacts are far more likely to eject rocks from Mars (over 99 percent of the cometary impacts are at speeds above 20 km/sec, but at most 5 percent of the asteroidal impacts); paradoxically, the objects impacting at speeds low enough to make organic/volatile survival possible (the asteroids) are those which are depleted in such species.

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Organic Syntheses During the Impact of a Comet with a Gaseous Planet

International Astronomical Union Colloquium ◽

10.1017/s0252921100014706 ◽

1997 ◽

Vol 161 ◽

pp. 189-195

Author(s):

Cesare Guaita ◽

Roberto Crippa ◽

Federico Manzini

Keyword(s):

Polymeric Material ◽

Molecular Form ◽

Parent Compound ◽

Blue Filter ◽

Organic Syntheses ◽

The Impact

AbstractA large amount of CO has been detected above many SL9/Jupiter impacts. This gas was never detected before the collision. So, in our opinion, CO was released from a parent compound during the collision. We identify this compound as POM (polyoxymethylene), a formaldehyde (HCHO) polymer that, when suddenly heated, reformes monomeric HCHO. At temperatures higher than 1200°K HCHO cannot exist in molecular form and the most probable result of its decomposition is the formation of CO. At lower temperatures, HCHO can react with NH3 and/or HCN to form high UV-absorbing polymeric material. In our opinion, this kind of material has also to be taken in to account to explain the complex evolution of some SL9 impacts that we observed in CCD images taken with a blue filter.

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Hydrogen Cyanide Polymers from the Impact of Comet P/Shoemaker-Levy 9 on Jupiter

International Astronomical Union Colloquium ◽

10.1017/s025292110001469x ◽

1997 ◽

Vol 161 ◽

pp. 179-187

Author(s):

Clifford N. Matthews ◽

Rose A. Pesce-Rodriguez ◽

Shirley A. Liebman

Keyword(s):

Amino Acids ◽

Solar System ◽

Hydrogen Cyanide ◽

Nitrogen Heterocycles ◽

Laboratory Studies ◽

Heterogeneous Solids ◽

The Many ◽

Comet Halley ◽

The Impact ◽

By Products

AbstractHydrogen cyanide polymers – heterogeneous solids ranging in color from yellow to orange to brown to black – may be among the organic macromolecules most readily formed within the Solar System. The non-volatile black crust of comet Halley, for example, as well as the extensive orangebrown streaks in the atmosphere of Jupiter, might consist largely of such polymers synthesized from HCN formed by photolysis of methane and ammonia, the color observed depending on the concentration of HCN involved. Laboratory studies of these ubiquitous compounds point to the presence of polyamidine structures synthesized directly from hydrogen cyanide. These would be converted by water to polypeptides which can be further hydrolyzed to α-amino acids. Black polymers and multimers with conjugated ladder structures derived from HCN could also be formed and might well be the source of the many nitrogen heterocycles, adenine included, observed after pyrolysis. The dark brown color arising from the impacts of comet P/Shoemaker-Levy 9 on Jupiter might therefore be mainly caused by the presence of HCN polymers, whether originally present, deposited by the impactor or synthesized directly from HCN. Spectroscopic detection of these predicted macromolecules and their hydrolytic and pyrolytic by-products would strengthen significantly the hypothesis that cyanide polymerization is a preferred pathway for prebiotic and extraterrestrial chemistry.

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