Educacion Quimica最新文献

DNA repair studies conducted in recent decades by researchers Tomas Lindahl, Paul Modrich and Aziz Sancar were awarded with the 2015 Nobel Prize in Chemistry. Here briefly the basis of this research is presented.

A three-week mini-project is described for an experimental Physical Chemistry or Organic Chemistry course. The activities include synthesis of a biphenyl (4-methoxybiphenyl) via the Suzuki-Miyaura cross-coupling reaction using an adapted domestic microwave oven. The technical skills and concepts that are typically presented in practical chemistry courses are covered, including microwave heating, separation of mixtures, TLC techniques, melting range determination, stoichiometric calculations, and GC–MS techniques.

Nicolas-Jean-Baptiste-Gaston Guibourt (1790–1867), a French pharmacist, who studied the oxides, sulfides, and other compounds of mercury, arsenic and its compounds, a large number of natural products, among them turpentine, starch, astringent juices, and musk; also established the norm to express the power of pepsin.

Although the importance of including in the curriculum of all educational levels issues related to soil science has been strongly highlighted, the fact is that the importance that the quality and availability of organic matter in the quality of soil have received very little attention when it comes to considering educational practices in classrooms. This paper brings an educational proposal for teaching the transcendence of organic matter in soil at secondary level. The learning unit presented is based on essential chromatography techniques and allows the qualitative study of soil organic matter. The ultimate purpose is to offer basic educational tools for reflection on the implication that soil has in order to maintain biodiversity and food production.

Excel is spreadsheets software included in Microsoft Office that is used in a high number of public and private companies all over the world. This program allows carrying out many operations such as fitting experimental data to mathematical functions. These tasks are usually performed in chemical laboratories and, accordingly, it seems reasonable to train professionals in the use of these tools. In this work, four fitting methodologies using this program have been studied by solving some practical examples of chemical data, considering their advantages and disadvantages.

The aim of this paper is to analyze the Chemistry lecture and cabinet in the Escuela Nacional Preparatoria (ENP by its acronym in Spanish) at the end of 19th century. Nowadays, the ENP is part of the Universidad Nacional Autónoma de México's (UNAM by its acronym in Spanish) high school subsystem. On one hand, the study to show the material culture of the ENP's Chemistry cabinet, as part of the Chemistry lecture and the lecturer's academic formation. On the other hand, the books that were used during the lectures between the years 1867 and 1900. Finally, the work is based on archive work, such as the UNAM's Historic Archive through the Fondo Escuela Nacional Preparatoria. Furthermore, the UNAM's Archivo Histórico de la Antigua Escuela Nacional de Medicina (AHAENM by its acronym in Spanish), particularly the student's Files.

The general aim of this paper is analyse the role of argumentation on students’ conceptual change process. In order to do so, we used Lakatos’ theoretical framework to base the analysis of data gathered in a modelling‐based teaching of intermolecular interactions. Data were gathered from video recordings of all lessons involving such learning in a grade 11th class, the researcher's field notes, and the copy of all written activities produced by students. From the results, we propose that the element ‘hard‐core’ of the Lakatosian philosophy plays the role of the claim in the arguments, whilst the element ‘protective belt’ is built by auxiliary hypotheses that can play the role of three elements of argumentation: evidence, claim or arguments. We conclude and advocated that the Lakatos’ theoretical framework is a viable tool for basis the analysis of the students’ knowledge construction since it can support the understanding of the conceptual change process, and of the influence of argumentation on this process in a broad perspective.

This research aims to implement the ludic like teaching-learning strategy in respect to the subject Chemistry II of the General Baccalaureate (pre-university studies) by Competencies which operates in Atotonilco Regional High School at the University of Guadalajara.

For this purpose an integrating activity is performed in the thematic content of functional groups of organic chemistry that includes this teaching-learning technique. Therefore, an evaluation of corresponding thematic contents is carried out and through a test resolution like the two school cycles before (2013-B and 2014-A). At last, a variance analysis to 95% of trust is achieved to compare the gotten average by the students in the mentioned school cycles and the 2014-B.

The results indicate the increase in the corresponding average to school cycle 2013-B by 12.08 points and school cycle 2014-A by 22.03 points. This suggests that ludic like didactic tool can facility the teaching-learning process of this science.

In this paper a comprehensive metric that allows the assess to the greenness of the experiments from the flowchart is presented. The corresponding diagram integrates the treatment and disposal of waste, in addition are considered risks to health, the environment and security using pictograms and safety of reactive rhombuses, auxiliary substances, products and wastes. A letter from 13 colors (from red to green) is also shown in RGB and CMYK systems indicating the number of principles of green chemistry that meets each experiment, and which are used as background color in the diagram components.