Khimiya, Volume 15, Issue 1
(2006)
Khimiya. 15, 13-21 (2006):
Abstract.
Entropy may be the most feared topic in beginning university chemistry - by students
because of its complexity, by instrucors because students fail to understand its basic
principles. Although in advanced areas entropy change can indeed be extremely complex and
subtle, this is not the case in the first course. Historically, experts in thermodynamics
have not aided beginners by providing an introduction to the subject in simple terms.
Entropy is not 'disorder' nor does it have anything to do with 'mixed-up-things' like
disorderly desks or shifted cards. This article in simple, step-wise fashion details how
instructors can begin with ordinary physical and chemical events whose spontaneity can be
seen to be due to energy dispersing or spreading out. Then this can be generalized to
"energy of all types changes from being localized to becoming dispersed if it is not
hindered from doing so. The overall process is an increase in thermodynamic entropy".
Thus, the focus is on seeing the dispersial of molecular motional energy that instructors
can readily apply to all the common examples of beginnig chemistry - including new insight
to the meaning of S<298> and a quick introduction in mixing (usually omitted in the
first course) that explains all colligative effects.
References:12
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Khimiya. 15, 22-28 (2006):
Abstract. An object of the present elaboration is
the application of pupils' self-dependent work in the course of learning chemistry as a
way of putting into practice their environmental education in the light of the problem of
sustainable development. It is a problem of the first significance since the society seeks
the effective ways of building up personalities who are able to solve difficult tasks set
in the social practice. The interactive methods of learning seem to be appropriate for
achieving such objectives. One of these forms is pupils' self-dependent work. A proper
classification of pupils' self-dependent work is presented and any item of it is
illustrated by suitable examples. All this supports the thesis that the school subject
'Chemistry and Envirironment' would contribute to the implementation of the environmental
studies for sustainable development as a new promosing field of the school practice.
References: 5
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Khimiya. 15, 29-39 (2006):
Abstract. The paper deals with the criteria for
proper selecting the contents of home chemical experiments designed to enhance the
interest of the pupils to chemistry in the early chemistry education (7th grade). The
criteria proposed are as follow: correspondence with the educational aims; interrelation
and succession; integrality; novelty; originality; fun and entertainment; self-reliance
stimulation. Each criterion is presented with a short discussion and illustrated with
appropriate examples.
References: 15
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Khimiya. 15, 40-71 (2006):
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Abstract. "Mission-oriented"
and "curiosity-driven" researches sometimes lead to some spectucularly
unexpected discoveries. Among the discoveries in chemistry and chemistry-related fields,
the accidental ones remain undoubtedly the landmarks for the development of these
disciplines and their overall related technology. Adventitious and inadvertent facets of
the findings of some chemical substances as well as their applications make these
discoveries a real wonder. The role of serendipity manifests in various ways making the
research work blossom out. Mentioning the discoverers along with the different expressions
of their immeasurable emotions right upon the findings will make this narration a special
issue. The admiring words of some eminent chemists about the accidental discoveries
beautify further this narration.
References: 32
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Khimiya.
15, 74-75 (2006):
[O]n the whole P.
Kocienski's "Protecting Groups" is not only a thourough description of the
tactics and art needed in using protecting groups, but also a work that demonstrates the
scope and beauty of contemporary organic synthesis (Yomtova, 2006)
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