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Zeitschriftenartikel zum Thema „Physics chemistry“

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Veröffentlicht am 29. März 2025

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1

Hiebert, Erwin N. „Discipline Identification in Chemistry and Physics“. Science in Context 9, Nr. 2 (1996): 93–119. http://dx.doi.org/10.1017/s0269889700002362.

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The ArgumentDuring the nineteenth century, physicists and chemists, using different linguistic modes of expression, sought to describe the world for different purposes; thus, both disciplines gradually were nudged toward demarcation and self-image identification. In the course of doing so the rich complexity of the empire of chemistry was born. The essential challenge was closely connected with analysis, synthesis, and chemical process: learning the art of watching substances change and making substances change. Pursued in theory-poor and phenomenology-rich contexts chemistry nevertheless made itself intellectually, professionally, societally, and industrially creditable and attractive. The developing links between physics and chemistry are examined in this paper from the perspective of the discipline of chemistry more specifically than from the side of physics. Chemists came to believe that essentially physics was no more than mechanics. All else belonged to the domain of chemistry.Not before the last decades of the century were firm collaborative links and genuine reciprocity fostered between physics and chemistry, and then primarily on account of the common utility of scientific research tools. At a more fundamental level physics and chemistry, in contradistinction to all the other natural sciences, experienced partial overlap and convergence because of unique mutual reliance on the construction of systems each according to its own theoretical conceptions. Still amalgamation was unthinkable. Eventually physical chemistry was loosened from chemistry in the same way that, somewhat later, chemical physics was emancipated from physics. The intrinsic messiness of chemistry, one might suggest, tends more readily to foster Bohr's opinion that “there is no rock bottom to the study of nature,” rather than Einstein's view that “we can realistically, ultimately, put it all together.”

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2

Toibazarova, Altynkul, Nurbol Appazov, Zhanar Kuanysheva, Klara Darmagambet und Gulzhan Balykbayeva. „Experimental competence formation in chemistry teacher training“. Scientific Herald of Uzhhorod University Series Physics, Nr. 56 (12.03.2024): 1316–25. http://dx.doi.org/10.54919/physics/56.2024.131qo6.

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Relevance. The research relevance is determined by the need to adapt the educational system to the rapidly changing requirements of the labour market and technological progress. Purpose. The study aims to evaluate the effectiveness of analytical chemistry training programmes in leading universities of Kazakhstan from the point of view of developing the scientific competence of students necessary for employment. Methodology. The study employs comparative, qualitative, and statistical analyses, questionnaires, surveys and observation. Results. The study examines the role of universities in training analytical specialists. The requirements of the labour market and academic institutions for candidates for positions in analytical chemistry, as well as the current state of research and development in training, were considered. The findings showed that many university graduates trained in analytical chemistry prefer not to go to work in industry or factory laboratories, but plan to stay in academia and continue their research. This indicates the need to revise curricula to better meet the requirements of the labour market and academic institutions. Problems and gaps in current programmes and methods of teaching analytical chemistry at universities in Kazakhstan have been identified. Approaches to strengthening the practical component of courses have been critically analysed, considering the current requirements and assessments of industry specialists. Conclusions. The study highlighted the high demand for qualified specialists, emphasizing that the issue lies not in the shortage of vacancies but in the level of training. The practical significance of the study lies in the fact that its results can be used to modernise the system of education in the field of analytical chemistry and improve curricula and teaching methods. This, in turn, will help to improve the quality of training of analytical chemists who will be able to meet the needs of the labour market and scientific institutions. Keywords: active learning; analysis methodology; students; specialist qualifications; researchers

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3

Bolton, Christ A. „Physics before chemistry“. Physics Teacher 25, Nr. 9 (Dezember 1987): 545. http://dx.doi.org/10.1119/1.2342368.

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4

Gavroglu, Kostas. „Is chemistry physics?“ Nature 369, Nr. 6480 (Juni 1994): 452. http://dx.doi.org/10.1038/369452a0.

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5

Khazanov, G. V. „Ionospheres: Physics, plasma physics, and chemistry“. Eos, Transactions American Geophysical Union 82, Nr. 46 (2001): 556. http://dx.doi.org/10.1029/01eo00328.

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6

Ganguli, Supriya B. „Ionospheres physics, plasma physics and chemistry“. Journal of Atmospheric and Solar-Terrestrial Physics 65, Nr. 6 (April 2003): 779. http://dx.doi.org/10.1016/s1364-6826(03)00002-6.

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7

Whittingham, M. Stanley. „Materials in the Undergraduate Chemistry Curriculum“. MRS Bulletin 15, Nr. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.

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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

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8

Raman, K. V. „Some Features of Java Language Illustrated through Examples from Chemistry“. Mapana - Journal of Sciences 1, Nr. 2 (03.07.2003): 22–56. http://dx.doi.org/10.12723/mjs.2.5.

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Computer programming has been used effectively by theoretical chemists and organic chemists to solve various types of problem in chemistry. Initially the languages used for computations in chemistry were FORTRAN and BASIC. Later the Pascal language was used for solving problems in chemistry and physics. Recently the languages C and C++ and Java have been used to solve problems in chemistry. In this paper I will illustrate features of C, C++ choosing examples from chemistry. Computer programming has been used effectively by theoretical chemists and organic chemists to solve various types of problem in chemistry. Initially the languages used for computations in chemistry were FORTRAN and BASIC. Later the Pascal language was used for solving problems in chemistry and physics. Recently the languages C and C++ and Java have been used to solve problems in chemistry. In this paper I will illustrate features of C, C++ choosing examples from chemistry. Some examples presented in this these languages are Program to calculate reduced mass of homo diatomic or hetero diatomic Program to calculate the molecular weight of a tetra atomic system ABCD Program to calculate NMR frequencies of spin 1/2 nuclei only Program to calculate NMR and ESR frequencies The examples presented in Java 2 are Program to calculate unit cell dimension of a crystal Program to generate the chair form and boat form of cyclohexane. The examples presented in this monograph will help researchers in theoretical chemistry and organic chemistry to develop their own software.

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9

Mysen, Bjorn. „Physics and chemistry of silicate glasses and melts“. European Journal of Mineralogy 15, Nr. 5 (17.11.2003): 781–802. http://dx.doi.org/10.1127/0935-1221/2003/0015-0781.

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10

BAUM, RUDY M. „No Chemistry, No Physics“. Chemical & Engineering News 79, Nr. 36 (03.09.2001): 5. http://dx.doi.org/10.1021/cen-v079n036.p005.

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11

Gibb, Bruce C. „Physics 3 – 0 Chemistry“. Nature Chemistry 8, Nr. 5 (22.04.2016): 399–400. http://dx.doi.org/10.1038/nchem.2504.

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12

Peterson, I. „Electron Chemistry, Detector Physics“. Science News 142, Nr. 17 (24.10.1992): 279. http://dx.doi.org/10.2307/4017985.

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13

Liaw, P. K., R. E. Shannon, W. G. Clark, W. C. Harrigan, H. Jeong und D. K. Hsu. „Materials chemistry and physics“. Materials Chemistry and Physics 40, Nr. 3 (April 1995): 223. http://dx.doi.org/10.1016/0254-0584(95)01496-9.

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14

Müürsepp, Peeter, Gulzhikhan Nurysheva, Zhumagul Bekenova und Galymzhan Usenov. „From the Dual Character of Chemistry to Practical Realism and Back Again: Philosophy of Science of Rein Vihalemm“. Problemos 96 (16.10.2019): 107–20. http://dx.doi.org/10.15388/problemos.96.9.

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The focus of the paper is on Rein Vihalemm’s novel approach to science called practical realism. From the perspective of Vihalemm, science is not only theoretical but first and foremost a practical activity. This kind of approach puts chemistry rather than physics into the position of a typical science as chemistry has a dual character resting on both constructive-hypothetico-deductive (ϕ-science) and classifying-historico-descriptive (non-ϕ-science) types of cognition. Chemists deal with finding out the laws of nature like the physicists. However, in addition to this they deal with substances or stuff that is rather an activity typical to natural history. The analysis of the dual character of chemistry brings about the need to analyse philosophically the reasons why physics has held the position of the only science proper so far. The comparative analysis of physics and chemistry at the basis of practical realism suggests that it is chemistry rather than physics that should hold a special position among sciences. Perhaps we should exchange ϕ-science for χ-science.

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15

Osawa, E. „Novel Features of Nanoscience Compared to Physics and Chemistry“. Ukrainian Journal of Physics 60, Nr. 9 (September 2015): 938–43. http://dx.doi.org/10.15407/ujpe60.09.0938.

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16

Tasbaltayeva, Aidana, Zulfiya Unerbaeva, Aliya Suigenbayeva, Gulzhan Baimakhanova und Perizat Abdurazova. „Personal development of gifted students in chemistry education“. Scientific Herald of Uzhhorod University Series Physics, Nr. 56 (14.03.2024): 1572–79. http://dx.doi.org/10.54919/physics/56.2024.157cu2.

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Relevance. The level of innovative development of the state depends on the achievements of Kazakh scientists in the field of natural sciences. The question of ensuring the quality training of gifted students and allowing them to express their scientific and research potential in the field of chemistry is gaining relevance. Purpose. The purpose of the study was to reveal the specifics of the activity and personality formation of gifted children in regular classes during the study of chemistry. Methodology. The methods of analysis, synthesis, comparison, generalization, and deduction were used. Results. As a result, the priority role of such personal qualities as independence and discipline among gifted students in the process of learning chemistry in general educational institutions was revealed. It was established that the level of their chemical giftedness affects their activity during the performance of additional and complex educational tasks. Attention was paid to the peculiarities of the interaction between the gifted student and the teacher, based on which it was stated that it is based on interactive approaches and tools. It has been established that an important role is played by providing students with appropriate conditions for conducting laboratory work in chemistry as well as for the child�s investigation of problems related to teaching the content of chemistry. Conclusions. It was noted that gifted students can memorize educational material faster and interpret complex chemical concepts. It was established that for the high-quality organization of the educational process with gifted children, it is expedient for chemistry teachers to constantly improve their knowledge level to attract more creative and innovative pedagogical tools. The results obtained in the study should be used in the process of developing educational and methodological materials for improving the competence of chemistry teachers to qualitatively meet the academic and educational needs of gifted students. Keywords: natural sciences; additional classes; pedagogical competence; increased interest in classes; high school

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17

Pokrovskiy, V. A. „Desorption Mass Spectrometry: Physics, Physical Chemistry, Surface Chemistry“. Visnik Nacional'noi' akademii' nauk Ukrai'ni, Nr. 12 (25.12.2012): 28–43. http://dx.doi.org/10.15407/visn2012.12.028.

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18

Gnitetskaya, Tatyana N., Natalia S. Purysheva und Elena B. Ivanova. „Connectedness of Physics and Chemistry Courses in the Group of Terms“. Advanced Materials Research 1033-1034 (Oktober 2014): 1391–94. http://dx.doi.org/10.4028/www.scientific.net/amr.1033-1034.1391.

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The present article shows the results of comparing the connectedness between the high school courses of Physics and Chemistry. The calculation of connectedness has been conducted within a graph model of inter-subject links developed by Gnitetskaya Tatyana N. The inter-subject space of the Physics and Chemistry courses is based on this model. The quantitative characteristics of this model are used to establish the hierarchy of physical terms used in Chemistry, and chemical terms used in Physics for all combinations of the Physics and Chemistry courses under review. Quantitative values of the connectedness between the courses of Physics and Chemistry have been calculated; they are used as foundation for selecting the courses of Physics and Chemistry based on the position of connectedness.

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19

Kaumbayev, Sunnatulla, und Nurlan Akhmetov. „Psychological and pedagogical problems of the methodology of computerization of gaming technologies in teaching chemistry“. Scientific Herald of Uzhhorod University Series Physics, Nr. 55 (17.01.2024): 212–21. http://dx.doi.org/10.54919/physics/55.2024.21os2.

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Relevance. The relevance of the scientific subject is based on the search and solution of psychological and pedagogical problems of the methodology of computerization of gaming technologies in teaching chemistry. The process of committing experimental verification of the methodology of computerization of gaming technologies in teaching chemistry. Purpose. The purpose of the article is to study the process of using computer gaming technologies in the educational process of a higher educational institution during chemistry classes. Methodology. Such methods as analysis, synthesis, comparison, generalization of views belonging to Kazakh and European researchers in scientific and educational literature on the issue of researching methodology of teaching chemistry and technology of computerization of gaming technologies, graphic ones – for visual illustration and comparison of results obtained during research, are at the core of the methodological approach of research. Results. The training course on the topic “Features of creating and using a STEAM-oriented educational environment of the higher education”, a special course for students in the Abai Kazakh National Pedagogical University on the topic “Technologies of the development of computer games”, are developed and implemented, the development of and the application for an international grant project aimed at improving investment of the implementation of gaming technologies in educational process oriented at learning chemistry are accomplished and proposed respectively. Conclusions. The promising directions of improvements in the methodology of computerization of gaming technologies in teaching chemistry are formed. The practical value of the work is to determine the psychological and pedagogical problems of the methodology of computerization of gaming technologies in the process of teaching chemistry, namely: the development of a STEAM-oriented educational environment, the content of computerization of gaming technologies, the improvement of investment in the implementation of gaming technologies in the educational process of learning chemistry.

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20

Arynova, Aiganym, Salima Medetbayeva, Kuralay Bekesheva, Zhanar Kuanysheva und Zhanar Korganbaeva. „A model for applying CLIL and PBL in the chemistry class“. Scientific Herald of Uzhhorod University Series Physics, Nr. 56 (29.01.2024): 60–70. http://dx.doi.org/10.54919/physics/56.2024.6wyr0.

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Relevance. The research addresses the need to enhance the methodological foundations of teaching chemistry through scientific experience, emphasizing the improvement of educational processes by integrating research and language skills development. Purpose. This study aims to develop a model for chemistry lessons that integrate content and language-integrated learning (CLIL) and project-based learning (PBL) at the laboratory research level, focusing on communication interaction in English. Methodology. Diagnostic testing with assessment using a five-point Likert scale is employed, analyzing data adapted from H.N. Kazantseva's �Learning Attitudes towards Academic Subjects� test. This approach identifies factors influencing student interest in lessons and specific fields, fostering motivational activation, critical thinking, cognitive skills, and research abilities. Results. The study presents a developed model of a chemistry lesson titled �Spectroscopy,� incorporating CLIL and PBL methods across lectures, practical classes, video lessons, and laboratory research. This model integrates scientific experiments on photon emission processes, electron behaviour, and other components, with practical applications such as analyzing emissions from water samples or other materials. The approach emphasizes communication in English, enhancing environmental studies, research skills, visibility in learning processes, thinking activity, and English language communication skills using scientific terminology. Conclusions. The integrated approach proposed in this research enriches the education system by fostering comprehensive learning experiences that integrate scientific inquiry, language proficiency development, and practical application in chemistry education. Keywords: content-language learning; oriented pedagogy; integrated chemistry lessons; spectroscopy

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21

Upstill-Goddard, Robert C. „Physics and chemistry of lakes“. Limnology and Oceanography 43, Nr. 6 (September 1998): 1400–1401. http://dx.doi.org/10.4319/lo.1998.43.6.1400.

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22

Eisenberg, S. „Medicine, Chemistry, Physics Nobels Announced“. Science News 132, Nr. 16 (17.10.1987): 244. http://dx.doi.org/10.2307/3971902.

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23

Vaughan, C. „Nobels Awarded for Physics, Chemistry“. Science News 134, Nr. 18 (29.10.1988): 282. http://dx.doi.org/10.2307/3973035.

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24

Duley, W. W. „Physics, chemistry, and laser microprocessing“. Journal of Laser Applications 16, Nr. 1 (Februar 2004): 52–54. http://dx.doi.org/10.2351/1.1620006.

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25

Brauman, J. I. „New Materials: Chemistry and Physics“. Science 247, Nr. 4943 (09.02.1990): 613. http://dx.doi.org/10.1126/science.247.4943.613.

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26

Bishop, Robert C. „Patching Physics and Chemistry Together“. Philosophy of Science 72, Nr. 5 (Dezember 2005): 710–22. http://dx.doi.org/10.1086/508109.

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27

Even, Julia. „Chemistry aided nuclear physics studies“. EPJ Web of Conferences 131 (2016): 07008. http://dx.doi.org/10.1051/epjconf/201613107008.

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28

Seifert, Gotthard. „The physics of explosive chemistry“. Nature Physics 4, Nr. 1 (Januar 2008): 12–13. http://dx.doi.org/10.1038/nphys824.

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29

Schoch, Peter K. „Chemistry workshop helps physics teachers“. Computers in Physics 9, Nr. 6 (1995): 579. http://dx.doi.org/10.1063/1.4823444.

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30

Stajic, Jelena. „Physics and chemistry in concert“. Science 362, Nr. 6416 (15.11.2018): 788.16–790. http://dx.doi.org/10.1126/science.362.6416.788-p.

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31

Wilson, William E. „Aerosol Exposure, Physics, and Chemistry“. Inhalation Toxicology 7, Nr. 5 (Januar 1995): 769–72. http://dx.doi.org/10.3109/08958379509014483.

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32

Fiete, Gregory A. „Chemistry and physics happily wed“. Nature 547, Nr. 7663 (Juli 2017): 287–88. http://dx.doi.org/10.1038/547287a.

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33

Harris, Peter. „‘Chemistry and physics of carbon’“. Materials Science and Technology 13, Nr. 12 (Dezember 1997): 1066. http://dx.doi.org/10.1179/mst.1997.13.12.1066.

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34

Stonehouse, A. James. „Physics and chemistry of beryllium“. Journal of Vacuum Science & Technology A: Vacuum, Surfaces, and Films 4, Nr. 3 (Mai 1986): 1163–70. http://dx.doi.org/10.1116/1.573431.

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35

Blickensderfer, Roger. „Physics in the chemistry lab“. Physics Teacher 32, Nr. 1 (Januar 1994): 18–19. http://dx.doi.org/10.1119/1.2343889.

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36

Oka, Takeshi. „Astronomy, Physics, and Chemistry of“. Highlights of Astronomy 12 (2002): 76–78. http://dx.doi.org/10.1017/s1539299600012880.

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BORMAN, STU. „Awards boost physics, chemistry departments“. Chemical & Engineering News 69, Nr. 24 (17.06.1991): 7. http://dx.doi.org/10.1021/cen-v069n024.p007.

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38

Bai, C., C. Wang, X. S. Xie und P. G. Wolynes. „Single molecule physics and chemistry“. Proceedings of the National Academy of Sciences 96, Nr. 20 (28.09.1999): 11075–76. http://dx.doi.org/10.1073/pnas.96.20.11075.

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39

van der Veken, B. J. „Mathematics for Chemistry and Physics“. Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy 59, Nr. 1 (Januar 2003): 209–10. http://dx.doi.org/10.1016/s1386-1425(02)00118-x.

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40

Walling, D. E. „Physics and chemistry of lakes“. Earth-Science Reviews 41, Nr. 3-4 (November 1996): 215–16. http://dx.doi.org/10.1016/s0012-8252(96)00028-1.

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41

Fowler, T. J. „Physics and chemistry of dykes“. Earth-Science Reviews 41, Nr. 3-4 (November 1996): 220–22. http://dx.doi.org/10.1016/s0012-8252(96)00034-7.

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42

Retcofsky, H. L. „Coal: Typology—Physics—Chemistry—Constitution“. Fuel 73, Nr. 11 (November 1994): 1813–14. http://dx.doi.org/10.1016/0016-2361(94)90176-7.

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43

Somasundaran, P., und L. Xiao. „Chemistry and physics of carbon“. Colloids and Surfaces 44 (Januar 1990): 358. http://dx.doi.org/10.1016/0166-6622(90)80207-k.

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44

Sacket, William M. „Physics and chemistry of lakes“. Geochimica et Cosmochimica Acta 60, Nr. 19 (Oktober 1996): 3759–60. http://dx.doi.org/10.1016/0016-7037(96)83277-7.

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45

Combi, Michael R. „Physics and chemistry of comets“. Icarus 94, Nr. 1 (November 1991): 256. http://dx.doi.org/10.1016/0019-1035(91)90157-o.

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46

Moriarty, F. „Seasonal snowcovers: Physics, chemistry, hydrology“. Environmental Pollution 52, Nr. 2 (1988): 167. http://dx.doi.org/10.1016/0269-7491(88)90090-5.

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47

Alpern, B. „Coal. Typology-Physics-Chemistry-Constitution“. International Journal of Coal Geology 26, Nr. 3-4 (Oktober 1994): 261–62. http://dx.doi.org/10.1016/0166-5162(94)90013-2.

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48

Lederman, Leon. „Physics First, Chemistry and Biology“. Physics Teacher 45, Nr. 6 (September 2007): 326. http://dx.doi.org/10.1119/1.2768677.

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49

Osborne, I. S. „CHEMISTRY/PHYSICS: Perovskite Oxide Wires“. Science 295, Nr. 5558 (15.02.2002): 1195a—1195. http://dx.doi.org/10.1126/science.295.5558.1195a.

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50

Wass, J. „Seeing the Physics of Chemistry“. Science 288, Nr. 5469 (19.05.2000): 1191b—1191. http://dx.doi.org/10.1126/science.288.5469.1191b.

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