Khimiya, Volume 15, Issue 2
(2006)
Khimiya. 15,
86-100 (2006):
Abstract.
A review is presented of the literature concerning the problems associated with
teaching general chemistry and their possible solutions.
These problems tend to be associated with three factors: the eclectic nature of the
course content, the lack of logical organization of the chemistry topics presented in
textbooks, as well as the students, their interests and level of preparedness. Different institutions deal differently with these
challenges. One of the ways to address the
problems in general chemistry is the non-traditional, 1-2-1 curricular organization of
chemistry courses, which is especially appropriate for smaller, relatively less selective
colleges that follow the liberal-arts model of education found in the United States. In this sequence, students take one semester of
general chemistry, followed by two semesters of organic chemistry, and then the second
semester of general. Such re-organization
requires textual materials which are not currently available on the market. An example of such preliminary, textual
materials and their pilot classroom evaluation is described.
The topics are hierarchically ordered starting with what is the structure of
matter (from atoms to bonding to molecules), moving on to how and then why
matter gets transformed. The presentation does
not assume any background chemistry knowledge, so that it could serve today’s
under-prepared yet able students who may follow the 1-2-1 sequence of chemistry courses.
References: 36
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Khimiya. 15, 101-108 (2006):
Abstract. One of
the most difficult subjects for students is the concept of oxidation-reduction. The terms
“oxidizing” and “reducing agent” are hard to understand and usually mixed-up by
students. Electrochemistry experiments could be helpful in making easier to understand
this subject. There are many experiments that demonstrate electrolysis phenomena. However,
the experiments we propose are simple, cheap and could be
applied in any level of chemical education starting from a kindergarten up to the
university level. Electrochemical writing is an electrolysis experiment which shows
writing with an electrode (metal) on a paper soaked with an appropriate electrolyte
solution in a close current circuit. For performing electro-printing experiments, various
coins and other metallic objects are collected. Then, a square piece of aluminum foil is
cut and placed on the top of a rubber surface (rubber sheet). Quantitative (smooth) filter
papers are placed on the aluminum foil and soaked with different kinds of solutions:
aqueous solutions of ammonia, potassium hexacyanoferrate(II), potassium tiocyanate,
potassium iodide or solutions of sodium sulfate with different acid-base indicators
(including natural red cabbage indicator).
References: 8
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Khimiya. 15, 109-120 (2006):
Abstract. In Shumen a National Chemistry Secondary School
Competition was held in 2005. The summative test used is of a high validity, a good reliability, a medium overall difficulty with a great number of well designed items. The conclusions drawn in the present paper
can be used to improve the future
Chemistry Competitions.
References: 6
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Khimiya, 15, 121-126 (2006):
Abstract.
Some original stoichiometric problems are listed and the methods for their solving are
described. It is stressed on the yield calculation procedures.
References: 2
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Khimiya,
15, 127-134 (2006):
Abstract. The paper
presents some information about the discovery of the chemical element hafnium and some of
important physical and chemical properties of hafnium. Additionally in the paper is given
information about the production and uses of hafnium as well as to the toxicity and influence
on the environment.
References: 7
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Khimiya, 15, 135-152 (2006):
Abstract. A synthesized account on some experimental methods for
investigation of black foam films is presented. Using elementary notions the main film’s
properties are defined. It is shown that many of these important parameters of the films
can be measured using a universal measuring cell. For the different methods used, the
manipulations with this cell are explained in details. For illustration, some main
experimental results, obtained with these methods and using this technique, are exhibited.
References:
22
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Khimiya, 15, 153-159 (2006):
With
recent views launched in the philosophy of technology and in “techno science studies”,
science and technology are almost inseparable and, therefore, their most essential
characteristics can be studied within the same ontological and epistemological universe.
Dr. Karl Rogers’ book can be put in this trend as well. What is significant in this case
is that the scientific experiment in a basic field of natural science (namely physics) is
treated as a “technical phenomenon”. Naturally, to reveal that contemporary scientific
experiment and technologies have common characteristics is quite reasonable after the
appearance of Big Science in the mid- 20th century. What is more important is
the nature of contemporary scientific
experiment, especially in physical sciences, that presents itself as a technologically
fine and complicated project including the composition of technologies, practices,
instruments, skills, installations, and knowledge.
Dr. Rogers criticizes the
views of the classical philosophy of science where theoretical knowledge (as hypotheses
and propositions) precedes experiment, the latter only verifying them. According to these
views theoretical science is supposed to offer a rational understanding of Nature while
technologies represent this understanding as “applied science”. Technologies are
logical consequences of the application of scientific knowledge and rational thought.
Indeed this image of science does not really
explain relations between theory and the technology of experiment. Rather it has no
interest in these relations. This “original sin” of the philosophy of science
naturally provokes the critique of K. Rogers (and other authors as well). His position is
that experimental technology holds a central place in the explanation of scientific
progress.
The philosophy of
physics, proposed by Dr. Rogers, is based on
some metaphysical prescriptions of mechanical realism that allow for mathematical
descriptions to be viewed as representations of “natural laws” while opening a
possibility to mathematically described ‘mechanisms” to be used as explanations of
natural phenomena. So, to understand the origin and development of physics as “techno
science” it is obligatory to investigate the metaphysical validity of reducing the
ontology of real world to an innovative “ensemble of mechanisms”. This requires an
analysis of relations between technology, knowledge, and truth.
Dr. Rogers copes skillfully
with the task. Philosophical arguments backing up his conception are presented carefully,
with consistency, and in detail: differences between techne
and episteme as kinds of knowledge; the
treatment of techne as “bringing forth of the
being” in Heidegger’s philosophy; interventionist formulations in contemporary
philosophy of science and technology. The formation of mechanical realism and mechanist
world- picture and their connections with mathematical design are analyzed by the help of
abundant history of science (from Galileo and Newton, through Faraday, to contemporary
quantum and nuclear physics), and presented to the reader in emotional and intriguing
style.
As far as Dr. Karl
Rogers is consistent enough in his theses the provocative question “Can physics (based
on his metaphysical project) be named natural and experimental science?” arises quite
normally. But this very formulation would hardly evoke enthusiasm among scientific
researchers. Sometimes they yet need to use the classical difference “science – non
science” (with all its conventionality). In addition, my impression of their credo of
life is that it is inseparable of the vision that the scientific knowledge produced by
them has universal validity and is “situation – free”. In contrast to technological
knowledge that is “situation – bounded” and aimed at effectiveness.
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