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Thematische Bibliographien / Chemsitry / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Chemsitry“

Autor: Grafiati

Veröffentlicht am 11. Januar 2025

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1

Bradshaw Editor-in-Chief, Ralph A. „A flavor of protein chemsitry“. Trends in Biochemical Sciences 14, Nr. 7 (Juli 1989): 243. http://dx.doi.org/10.1016/0968-0004(89)90054-6.

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2

Sakaki, Shigeyoshi. „Coordination Chemsitry and Theoretical/Computational Studies“. Bulletin of Japan Society of Coordination Chemistry 83 (20.06.2024): 64–80. http://dx.doi.org/10.4019/bjscc.83.64.

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3

Tzalis, Dimitrios, und Yitzhak Tor. „The Organic Chemsitry of Coordination Compounds: Unprecedented Substitution Reactions of Functionalized Polypyridine Complexes“. Angewandte Chemie International Edition in English 36, Nr. 23 (15.12.1997): 2666–68. http://dx.doi.org/10.1002/anie.199726661.

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4

Fitrianti, Nenny, Husna Amalya Melati, Rahmat Rasmawan, Rody Putra Sartika und Lukman Hadi. „Chemsitry Learning Outcomes of 11th Grade Science Students at SMAN 1 Rasau Jaya“. Hydrogen: Jurnal Kependidikan Kimia 12, Nr. 1 (29.02.2024): 98. http://dx.doi.org/10.33394/hjkk.v12i1.10440.

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This study discusses the ineffective chemistry learning process resulting in poor grades at State Senior High School (SMAN) 1 Rasau Jaya, students tend to receive information from the teacher without constructing their own knowledge, so students have difficulty in constructing the material obtained from the teacher. The purpose of this study is to describe the learning outcomes of students in 11th Grade Science Class odd semester in chemistry subjects at SMAN 1 Rasau Jaya. The form of research used in this research is descriptive research, and the type of research is a case study. Case study is one of qualitative research, in which researchers conduct in-depth exploration of programs, events, processes, activities, for one or more people. The subjects of this study were students of 11th Grade Science Class at SMAN 1 Rasau Jaya in the 2019/2020 school year who took the odd semester general test, totaling 93 students. The research process includes three stages, namely the preparation stage, the implementation stage, and the final stage. The data collection tool used is the odd semester general test score. Results and Discussion regarding Indicator 1: List the general formula of alkane, alkene and alkyne compounds, Indicator 2: Mention the law of conservation of energy, Indicator 3: Determine the number of moles from the results of the experiment, Indicator 4: Determine the value of the equilibrium constant Kc based on the reaction. The results of the general test conducted on 11th Grade students of SMAN 1 Rasau Jaya can be concluded that the learning outcomes of students in the class are not adequate.

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5

Rahmadhani, Pradita, Sutrisno Sutrisno und Hayuni Retno Widarti. „Implementation of Inquiry based Learning with OE3R Strategy and the Impacts to Students' Conceptual Understanding in Fundamental of Analytical Chemistry“. Jurnal Ilmu Pendidikan 26, Nr. 2 (20.12.2020): 73. http://dx.doi.org/10.17977/um048v26i2p73-77.

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Chemistry created based on process how scientists work and think to understanding a phenomenon or problem that occurs in natural world. That activities gained through physical and mental activities. Discoveries on Science are obtained and solved using inquiry thinking. Many inquiry-based learning strategies have been developed, one of it’s the OE3R (Orientation – Exploration – Explanation – Elaboration - Reflection) Strategy. The purpose of implementation of OE3R strategy on lecturing Fundamental of Analytical Chemistry are to determine effectiveness and differences of students’ conceptual understanding achievements. This research design using a Quasy experiment with pretest and posttest in two groups with different treatment. The Experimental Group learn using OE3R strategy, then the Control Group using conventional strategy based lecturer method. The subject of research was student in Fundamental of Analytical Chemsitry courses at Chemistry Department, Universitas Negeri Malang. The result show that inquiry-based learning with OE3R strategy as innovation learning effective to make differences of students’ conceptual understanding achievements in this courses.

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6

Eissen, Marco, Juergen O. Metzger, Eberhard Schmidt und Uwe Schneidewind. „ChemInform Abstract: 10 Years After Rio - Concepts on the Contribution of Chemsitry to a Sustainable Development“. ChemInform 33, Nr. 27 (21.05.2010): no. http://dx.doi.org/10.1002/chin.200227293.

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7

Arif, Lazaro Sofian, Mawardi Mawardi und Okta Suryani. „Development of Textbooks to Support Mardeka Curriculum Learning on Basic Laws of Chemsitry Materials around Us“. Hydrogen: Jurnal Kependidikan Kimia 11, Nr. 4 (03.08.2023): 365. http://dx.doi.org/10.33394/hjkk.v11i4.8312.

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Abstract The objective of this research is to create educational materials for the Mardeka curriculum that focus on fundamental chemical principles. The study adopts the Educational Design Research (EDR) approach, utilizing the plomp development model consisting of three stages: initial investigation, development, and prototype formation. To gather data, validity questionnaires and practicality questionnaires were employed. The developed textbooks underwent validation by five individuals, including three chemistry lecturers from FMIPA UNP and two chemistry teachers from SMAN 8 Padang. Additionally, practicality testing involved nine high school students from Phase E and two chemistry teachers from SMAN 8 Padang. The data analysis employed a Likert scale, employing Aiken's V formula to assess textbook validity and the modified Purwanto formula to assess practicality. The analysis of the data revealed that the product validation by the five validators yielded an average score of 0.86 indicating the textbooks' validity. Furthermore, the practicality evaluation by students and chemistry teachers yielded an average score of 92% and 95% respectively, indicating a high level of practicality. In conclusion, based on the data analysis, it can be inferred that the developed textbooks on the basic chemical laws are both valid and practical for use in chemistry education.

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8

Al-Badry, Kamal S., Samir El-Deib und Sohir Nuzhy. „Changes in serum chemsitry parameters of the Egyptian cobra (Naja haje haje) in correlation with the hibernation cycle“. Journal of Thermal Biology 17, Nr. 2 (März 1992): 111–14. http://dx.doi.org/10.1016/0306-4565(92)90007-3.

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9

Yamamoto, Masahiro. „K. Kihara, K. Kano, ^|^ldquo;Experts Series for Analytical Chemsitry, Instrumental Analysis: Vol. 12, Electrochemical Analysis^|^rdquo; (in Japanese)“. Review of Polarography 58, Nr. 2 (2012): 103–4. http://dx.doi.org/10.5189/revpolarography.58.103.

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10

Primastuti, Metridewi, Erfan Priyambodo und Das Salirawati. „Using Learning Managemant System in Fundamental of Analytical Chemsitry Course: Effect on Students’ Critical Thinking through The Authentic Assessment“. TANJAK : Journal of Education and Teaching 4, Nr. 2 (22.08.2023): 73–83. http://dx.doi.org/10.35961/tanjak.v4i2.949.

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Critical thinking is the main skill for connecting relationships between chemical science concepts in a coherent environment. Therefore, a learning and evaluation method is needed to help students master the meaning of chemistry to environmental phenomena. The Fundamental of Analytical Chemistry course invites students to study the technique of determining the concentration of a compound. This is relevant to improve their critical thinking skills. This study aims to analyze the effect of the implementation of Technology-based Authentic Assessment (TbAA) on students' critical thinking skills in Fundamental of Analytical Chemistry course. Designed as a pre-experimental, one group pretest-posttest study was applied. A total of 26 undergraduate Chemistry students were included as samples through purposive sampling. TbAA was held for 7 meetings, then critical thinking skills were assessed through essay instruments covering aspects of interpretation, analysis, evaluation, inference. The validity test was carried out theoretically by 2 learning chemists on 4 critical thinking questions that had been developed. After the data was obtained, descriptive statistics and the Wilcoxon test were carried out to answer the research objectives. Based on the results of the analysis, there is a significant difference in students' critical thinking skills after the application of TbAA.

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11

Suharyadi, Suharyadi. „How do Teachers Teach Mathematics and Science in English?“ Journal Polingua : Scientific Journal of Linguistics, Literature and Education 2, Nr. 1 (06.06.2018): 38–52. http://dx.doi.org/10.30630/polingua.v2i1.56.

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Teaching mathematics and science in English has been a hot topic in the academic amospheres such as at schools, universities, and research centers. Teaching mathematics and science in English, in this context, is the teachers’ use of English as amedium of instruction in delivering the content subjects: mathematics, biology, chemsitry and physics. In particular, teachers use English in order to open classes/greet students, review previous topics, inform topic(s) to be learned, ask questions, answer questions, explain concepts, give directions, and do parting, all of which are embodied in words, phrases and sentences. However, these classroom activities might not be easily accomplished as teachers’ English skills are not well prepared. Since they are not the English specialists, they likely use strategies in their classroom communication with their students. They use strategies in order to make their messages comprehensible to students. Their “language” (words, expressions, phrases, and sentences) should be simple and understandable so that students can figure out what is presented and taught easily. This paper is intended to report a case study on (1) types of communication strategies employed by the teachers in teaching mathematics, chemistry, and biology in English; and (2) why they use such kinds of communication strategies in teaching mathematics, chemistry, and biology in English. The data obtained from observations (through videotaping), interviews, and questionnaires indicate that the teachers deploy several communication strategies with different reasons in teaching

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12

Mulia, Melindra Wanda. „Private Vocational Processing Training Into Economic Valued Products as One of The Companies for Entrepreneurs for Mgmp Chemistry Teachers of Padang City“. Pelita Eksakta 4, Nr. 1 (31.03.2021): 6. http://dx.doi.org/10.24036/pelitaeksakta/vol4-iss1/99.

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Entrepreneurship is one of the soft skills that is expected to develop in senior high school students through the subjects of entrepreneurship (PKWU) in the 2013 curriculum in accordance with Permen 37 of 2018. These subjects are usually fostered by teachers in the fields of Chemistry, Biology, and Physics. The chairpuson of the Padang City MGMP chemistry teachers sent the letter to LP2M through chemistry department to give training enterpreneural material. This is due to the lack of chemistry entrepreneurship teaching materials in schools that can be used as a reference in the implementation of PKWU subjects. The solution offered is training in processing vegetable materials into economically valuable products as a form of entrepreneurship for Padang City MGMP chemistry teachers, so that they can help implement PKWU learning for chemistry teachers in schools. The Community Service Team of the Department of Chemistry FMIPA UNP has provided entrepreneurship-based applied chemistry training, particularly in the processing of vegetable materials into economically valuable products as a form of entrepreneurship for MGMP Chemistry teachers in Padang. The training provided is considered effective in improving the abilities and skills of MGMP Chemistry teachers in Padang City in processing vegetable materials into various economically valuable products. Chemsitry teachers can be applied in PKWU learning in senior high school. Vegetable materials used in this training are yam and corn, because the two vegetable materials are abundant and easily obtained in the city of Padang

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13

Uchino, O., T. Sakai, T. Nagai, I. Morino, T. Maki, M. Deushi, K. Shibata et al. „DIAL measurement of lower tropospheric ozone over Saga (33.24° N, 130.29° E), Japan, and comparison with a chemsitry-climate model“. Atmospheric Measurement Techniques Discussions 7, Nr. 1 (14.01.2014): 171–94. http://dx.doi.org/10.5194/amtd-7-171-2014.

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Abstract. We have improved an ozone DIfferential Absorption Lidar (DIAL) system, originally developed in March 2010. The improved DIAL system consists of a Nd:YAG laser and a 2 m Raman cell filled with 8.1 × 105 Pa of CO2 gas which generate four Stokes lines (276, 287, 299, and 312 nm) of stimulated Raman scattering, and two receiving telescopes with diameters of 49 and 10 cm. Using this system, 44 ozone profiles were observed in the 1–6 km altitude range over Saga (33.24° N, 130.29° E) in 2012. High ozone concentration layers were observed at around 2 km altitude during April and May. Ozone column amounts within the 1–6 km altitude range were almost constant from January to March, and increased from late April to July. From mid-July through August, ozone column amounts decreased greatly because of exchanges of continental and maritime air masses. Then in mid-September they increased again within 1–6 km, and subsequently decreased slowly, becoming almost constant by December. The Meteorological Research Institute's Chemistry-Climate Model version 2 (MRI-CCM2) successfully predicted most of these ozone variations with the following exceptions. MRI-CCM2 could not predict the high ozone-mixing ratios measured at around 2 km altitude on 5 May and 11 May, possibly in part because emissions were assumed in the model to be constant (climatological data were used). Ozone-mixing ratios predicted by MRI-CCM2 were low in the 2–6 km range on 7 July and high in the 1–4 km range on 19 July compared with those measured by DIAL.

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14

Adams, Chris J., Michael I. Bruce, Brian W. Skelton und Allan H. White. „Cluster Chemsitry. 96. Penta- and hexa-nuclear ruthenium cluster complexes derived from reactions of cyclopentadienes with Ru5(?5-C2PPh2)(?-PPh2)(CO)13“. Journal of Cluster Science 5, Nr. 3 (September 1994): 419–41. http://dx.doi.org/10.1007/bf01379058.

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15

Callon, M., J. P. Courtial und F. Laville. „Co-word analysis as a tool for describing the network of interactions between basic and technological research: The case of polymer chemsitry“. Scientometrics 22, Nr. 1 (September 1991): 155–205. http://dx.doi.org/10.1007/bf02019280.

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16

Hegetschweiler, Kaspar. „Metal Complexes in Aqueous Solution. (Modern Inorganic Chemsitry. Serienherausgeber:J. P. Fackler, Jr.) vonA. E. Martell undR. D. Hancock. Plenum Press, New York, 1996. 253 S., geb. 59.00 $. – ISBN 0-306-45248-0“. Angewandte Chemie 109, Nr. 5 (03.03.1997): 546. http://dx.doi.org/10.1002/ange.19971090528.

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17

Gersemann, Margarete. „ChemSite-eine Zukunftsinitiative“. Nachrichten aus Chemie, Technik und Laboratorium 45, Nr. 12 (Dezember 1997): 1213–14. http://dx.doi.org/10.1002/nadc.19970451217.

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18

Wu, Meng-Yang M., und Ellen J. Yezierski. „Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning“. Chemistry Education Research and Practice 23, Nr. 2 (2022): 287–99. http://dx.doi.org/10.1039/d1rp00282a.

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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense). PedChemSense theoretically expands upon the RCM that generates actionable guidelines to support chemsistry teachers’ lesson planning. We incorporate the constructs of sensemaking, Johnstone's triangle, and the models for perspective to provide a lesson-planning mechanism that is specific, accessible, and practical, respectively. Lesson examples from our own professional development contexts, the VisChem Institute, demonstrate the efficacy of PedChemSense. By leveraging teachers’ sensemaking of the limitations and utility of models, PedChemSense facilitates teachers’ designing for opportunities to advance their students’ chemistry conceptual understanding. Implications and recommendations for chemistry instruction and research at secondary and undergraduate levels are discussed.

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19

Baeuerle, Peter. „Combinatorial Chemsitry of Organic Materials“. ChemInform 35, Nr. 16 (20.04.2004). http://dx.doi.org/10.1002/chin.200416261.

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20

Valetti, Francesca, und Gianfranco Gilardi. „Directed Evolution of Enzymes for Product Chemsitry“. ChemInform 35, Nr. 47 (23.11.2004). http://dx.doi.org/10.1002/chin.200447249.

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21

Zhang, Tony Y. „Process Chemsitry: The Science, Business, Logic and Logistics“. ChemInform 37, Nr. 41 (10.10.2006). http://dx.doi.org/10.1002/chin.200641275.

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22

Kirk, Kenneth L. „Fluorine in Medicinal Chemsitry: Recent Therapeutic Applications of Fluorinated Small Molecules“. ChemInform 37, Nr. 45 (07.11.2006). http://dx.doi.org/10.1002/chin.200645232.

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23

Moiseev, A. M., E. S. Balenkova und V. G. Nenajdenko. „Thiophene 1,1-Dioxides as Unique Building Blocks in Modern Organic Synthesis and Materials Chemsitry“. ChemInform 38, Nr. 24 (12.06.2007). http://dx.doi.org/10.1002/chin.200724239.

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24

Yap, Amy H., und Steven M. Weinreb. „β-Tosylethylazide: A Useful Synthon for Preparation of N-Protected 1,2,3-Triazoles via Click Chemsitry.“ ChemInform 37, Nr. 33 (15.08.2006). http://dx.doi.org/10.1002/chin.200633139.

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25

Lozinskii, M. O., und A. Y. Il'chenko. „ChemInform Abstract: Chemistry of Heterocyclic Compounds at the Institute of Organic Chemsitry, National Academy of Sciences of Ukraine“. ChemInform 40, Nr. 47 (24.11.2009). http://dx.doi.org/10.1002/chin.200947227.

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26

„Metallic clusters in syngas chemsistry“. Applied Catalysis 17, Nr. 2 (August 1985): 324. http://dx.doi.org/10.1016/s0166-9834(00)83219-4.

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