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Journal articles on the topic 'Digital Chemistry'

To see the other types of publications on this topic, follow the link: Digital Chemistry.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Kurić, Lutvo. "Digital Chemistry." International Letters of Chemistry, Physics and Astronomy 33 (May 2014): 168–78. http://dx.doi.org/10.18052/www.scipress.com/ilcpa.33.168.

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The subjects of our research are program lawfulness, cybernetic lawfulness, and informational lawfulness in molecule sequence in the nature. In the science, one question has been present for a long time, that is, if there is one unique common connection that links all phenomena in the cosmos. The doubt is, if the periodical in the biochemical process is only a physical-chemical matter of objective material relationship or maybe a matter of numbers and mathematics. With the goal to find the answers on some of those questions, we have made a decision to do a research on, if in the nature exists such one unique mathematical array and one mathematical lawfulness which could be valid for all phenomena in chemistry and physics.

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2

Kurić, Lutvo. "Digital Chemistry." International Letters of Chemistry, Physics and Astronomy 33 (May 11, 2014): 168–78. http://dx.doi.org/10.56431/p-f8aemk.

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The subjects of our research are program lawfulness, cybernetic lawfulness, and informational lawfulness in molecule sequence in the nature. In the science, one question has been present for a long time, that is, if there is one unique common connection that links all phenomena in the cosmos. The doubt is, if the periodical in the biochemical process is only a physical-chemical matter of objective material relationship or maybe a matter of numbers and mathematics. With the goal to find the answers on some of those questions, we have made a decision to do a research on, if in the nature exists such one unique mathematical array and one mathematical lawfulness which could be valid for all phenomena in chemistry and physics.

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3

Lyu, Hao, Zhe Ji, Stefan Wuttke, and Omar M. Yaghi. "Digital Reticular Chemistry." Chem 6, no. 9 (September 2020): 2219–41. http://dx.doi.org/10.1016/j.chempr.2020.08.008.

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4

Witters, Daan, Bing Sun, Stefano Begolo, Jesus Rodriguez-Manzano, Whitney Robles, and Rustem F. Ismagilov. "Digital biology and chemistry." Lab on a Chip 14, no. 17 (June 2, 2014): 3225. http://dx.doi.org/10.1039/c4lc00248b.

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5

Tähkä, Tiina. "Digital examinations in chemistry." Lumat: International Journal of Math, Science and Technology Education 1, no. 1 (January 30, 2013): 137–40. http://dx.doi.org/10.31129/lumat.v1i1.1130.

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Digital exams will be part of evaluation in the future. This article discusses, why information and communications technology should be used in evaluation and the possibilities and drawback related to it. Different evaluation possibilities are discussed from the viewpoint of chemistry education.

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Zielinski, Theresa Julia. "Digital Learning in Physical Chemistry." Journal of Chemical Education 80, no. 10 (October 2003): 1220. http://dx.doi.org/10.1021/ed080p1220.1.

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Spinnen, Sebastian, and Michael W. Tausch. "Chem4Digit – Chemistry for Digital Logics." CHEMKON 25, no. 2 (March 7, 2018): 69–73. http://dx.doi.org/10.1002/ckon.201800008.

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Gilson, Michael K., Gunda Georg, and Shaomeng Wang. "Digital Chemistry in the Journal of Medicinal Chemistry." Journal of Medicinal Chemistry 57, no. 4 (February 12, 2014): 1137. http://dx.doi.org/10.1021/jm5002056.

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Smolenskii, E. A., I. V. Chuvaeva, and A. L. Lapidus. "Digital chemistry: Molecular numbers and digital indices of chemical reactions." Doklady Chemistry 437, no. 2 (April 2011): 116–19. http://dx.doi.org/10.1134/s0012500811040100.

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Clark, Timothy, and Martin G. Hicks. "Models of necessity." Beilstein Journal of Organic Chemistry 16 (July 13, 2020): 1649–61. http://dx.doi.org/10.3762/bjoc.16.137.

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The way chemists represent chemical structures as two-dimensional sketches made up of atoms and bonds, simplifying the complex three-dimensional molecules comprising nuclei and electrons of the quantum mechanical description, is the everyday language of chemistry. This language uses models, particularly of bonding, that are not contained in the quantum mechanical description of chemical systems, but has been used to derive machine-readable formats for storing and manipulating chemical structures in digital computers. This language is fuzzy and varies from chemist to chemist but has been astonishingly successful and perhaps contributes with its fuzziness to the success of chemistry. It is this creative imagination of chemical structures that has been fundamental to the cognition of chemistry and has allowed thought experiments to take place. Within the everyday language, the model nature of these concepts is not always clear to practicing chemists, so that controversial discussions about the merits of alternative models often arise. However, the extensive use of artificial intelligence (AI) and machine learning (ML) in chemistry, with the aim of being able to make reliable predictions, will require that these models be extended to cover all relevant properties and characteristics of chemical systems. This, in turn, imposes conditions such as completeness, compactness, computational efficiency and non-redundancy on the extensions to the almost universal Lewis and VSEPR bonding models. Thus, AI and ML are likely to be important in rationalizing, extending and standardizing chemical bonding models. This will not affect the everyday language of chemistry but may help to understand the unique basis of chemical language.

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Marangon, Davide G. "Exploiting Random Chemistry for Digital Security." Matter 2, no. 5 (May 2020): 1087–88. http://dx.doi.org/10.1016/j.matt.2020.04.005.

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Dewi, Citra Ayu, Pahriah Pahriah, and Ary Purmadi. "The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 88. http://dx.doi.org/10.3991/ijet.v16i11.19871.

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Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.

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13

Behney, Melissa. "Synthesizing a digital badge for chemistry undergraduates." Reference Services Review 47, no. 4 (November 11, 2019): 448–60. http://dx.doi.org/10.1108/rsr-04-2019-0025.

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Purpose This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment. Design/methodology/approach This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy. Findings Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode. Originality/value Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

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Zielinski, Theresa Julia, John Moore, and Jon Holmes. "Chemistry at the National Science Digital Library." Journal of Chemical Education 86, no. 1 (January 2009): 120. http://dx.doi.org/10.1021/ed086p120.

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Bird, Colin, Simon J. Coles, and Jeremy G. Frey. "The Evolution of Digital Chemistry at Southampton." Molecular Informatics 34, no. 9 (September 2015): 585–97. http://dx.doi.org/10.1002/minf.201500008.

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Nakamura, Eiichi. "(Invited, Digital Presentation) Carbon Nanotube, Electron Microscopy, and "Cinematic Chemistry"." ECS Meeting Abstracts MA2022-01, no. 10 (July 7, 2022): 764. http://dx.doi.org/10.1149/ma2022-0110764mtgabs.

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One hundred years ago, the "century of cinema" began, with images far superior to still images. However, even in the 21st century, molecular formulae and still images still play a leading role in the world of chemistry. In 2007, I reported an electron microscopic image of a process in which a hydrocarbon molecule undergoes a conformational change in a carbon nanotube (Science, 316, 853 (2007)), and this was the first movie capturing the motions of a molecule with a single-molecule atomic-resolution real-time electron microscopic (SMART-EM) technique. This marked the beginning of the era of "Cinematic Chemistry", where we can see with our eyes how chemistry takes place at an atomistic level (Acc. Chem. Res., 50, 1281-1292 (2017). In this lecture, I will report on the new paradigms of "cinematic chemistry", where carbon nanotube plays an essential role as a substrate on or in which the chemistry takes place. Examples will include single-molecule thermodynamics and kinetics based on ultra-fast imaging of individual molecules and reaction events, in situ structural and statistical analysis of crystal growth (JACS, 143, 1763-1767 (2021). Figure 1

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17

Widarti, Hayuni Retno, Diah Triwidiastuti, and Deni Ainur Rokhim. "Profile of Interactive Learning Media Based Digital Literacy Needs on Elemental Chemistry Concepts." JTK (Jurnal Tadris Kimiya) 7, no. 2 (December 31, 2022): 277–86. http://dx.doi.org/10.15575/jtk.v7i2.20921.

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Interactive learning media integrated with technology are needed to facilitate the explanation of abstract material, including elemental chemistry. The study aims to analyze the profile of interactive learning media-based digital literacy needs on elemental chemistry concepts in high school students. The research uses a descriptive qualitative research method. The subjects of this study consisted of chemistry teachers and high school students from four sub-districts in Trenggalek Regency. Based on perspective of teachers and students, they need learning media that can help explain abstract material to be more communicative and interactive to increase learning effectiveness. The results of questionnaire answers show the application of interactive digital learning media based digital literacy fromthe teachers and students are 39% and 37%, respectively. The percentage shows that digital literacy-based learning media is still lacking. Furthermore, interactive learning media based on digital literacy could be developed to fulfill a need using specific criteria.

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Ummah, Nur Fadlilah Khoerul, Neneng Windayani, Ferli Septi Irwansyah, and Dedi Sulaeman. "Android-Based Digital Book Oriented to Multiple Chemical Representations on Terpenoid Learning Materials." Online Learning In Educational Research (OLER) 1, no. 1 (June 30, 2021): 1–15. http://dx.doi.org/10.58524/oler.v1i1.23.

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This research aims to describe and analyze the application results of the developed digital book oriented to multiple chemical representations. The method employed in this research was the Design-Based Research (DBR) method with the ADDIE development model. The ADDIE development Model consisted of five stages to analyze, design, and develop a product. These stages covered the analysis of terpenoid material, the analysis of multiple representations of terpenoid material, and digital book design and development. The instrument used was a validation test questionnaire filled out by three validators. The result of this research is an Android-based digital book oriented to chemistry's multiple representations. The obtained robserved value was 0.83. Therefore, the developed digital book was declared valid and can be used as teaching material in the Natural Product Chemistry course.

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19

Clark, Roy W., and Michael J. Smith. "Digital Capacitance Meters in the Physical Chemistry Lab." Journal of Chemical Education 75, no. 6 (June 1998): 768. http://dx.doi.org/10.1021/ed075p768.

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20

Harvey, David. "Analytical Chemistry 2.0—an open-access digital textbook." Analytical and Bioanalytical Chemistry 399, no. 1 (October 28, 2010): 149–52. http://dx.doi.org/10.1007/s00216-010-4316-1.

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21

Pagliaro, Mario. "Chemistry Education Fostering Creativity in the Digital Era." Israel Journal of Chemistry 59, no. 6-7 (March 5, 2019): 565–71. http://dx.doi.org/10.1002/ijch.201800179.

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22

Kurić, Lutvo. "Codes in the Atomic Weights of Chemical Elements." International Letters of Chemistry, Physics and Astronomy 32 (April 2014): 11–20. http://dx.doi.org/10.18052/www.scipress.com/ilcpa.32.11.

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The subject of this thesis is a digital approach to the investigation of the digital basis of digital Periodic Table. The digital mechanism of this Table have been analyzed by the application of cybernetic methods, information theory and system theory, respectively. This paper is to report that we discovered new methods for development of the new technologies in chemistry. It is about the most advanced digital technology which is based on program, cybernetics and informational systems and laws. The results in practical application of the new technology could be useful in chemistry, bioinformatics, genetics, bio-chemistry and other natural sciences

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23

Kurić, Lutvo. "Codes in the Atomic Weights of Chemical Elements." International Letters of Chemistry, Physics and Astronomy 32 (April 22, 2014): 11–20. http://dx.doi.org/10.56431/p-o72fo8.

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The subject of this thesis is a digital approach to the investigation of the digital basis of digital Periodic Table. The digital mechanism of this Table have been analyzed by the application of cybernetic methods, information theory and system theory, respectively. This paper is to report that we discovered new methods for development of the new technologies in chemistry. It is about the most advanced digital technology which is based on program, cybernetics and informational systems and laws. The results in practical application of the new technology could be useful in chemistry, bioinformatics, genetics, bio-chemistry and other natural sciences

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24

Putri, Putu Anindita Widhiya, Sri Rahayu, Hayuni Retno Widarti, and Yahmin Yahmin. "Chemistry students’ digital literacy skills on thermochemistry context “hydrogen fuel issue”." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (December 10, 2022): em2198. http://dx.doi.org/10.29333/ejmste/12699.

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Living in the era of the Internet of things makes students familiar with the use of digital platforms in their daily life. However, several studies show that familiarity with digital platforms does not merely indicate that students are digitally literate. Students are still vulnerable to unreliable news, only mastering digital social platforms, and are unfamiliar with specific digital applications of expertise. This study aims to examine chemistry students’ digital skills related to thermochemical content integrated with the global dilemma of using hydrogen fuel. This research utilized a mixed-methods design, a sequential explanatory type. Quantitative data was obtained through surveys and structured interviews to obtain qualitative data. Research participants included 74 chemistry students from seven state universities in Indonesia. The research instrument was a two-tier digital literacy questionnaire (r=0.947) consisting of 13 items, with self-assessment as the first tier and knowledge-based assessment (verification questions) as the second tier. Digital literacy profiles from surveys and interviews show that most students’ skills are at the foundation and intermediate levels. The research implication is that students’ digital literacy skills need to be improved, especially explicitly teaching several competencies related to digital literacy.

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Brooke, Daniel Ll D., Peter Hunter, and Andrew J. Organ. "Introduction of the Personal Digital Assistant into the Analytical Laboratory." JALA: Journal of the Association for Laboratory Automation 7, no. 4 (August 2002): 58–61. http://dx.doi.org/10.1016/s1535-5535-04-00208-4.

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High throughput drug discovery is currently undergoing a change, moving away from the traditional chemistry laboratory toward a ‘factory’ environment. Analytical disciplines are changing to fit this environment. PDAs combined with wireless LAN interfaces offer a way to enter, search and retrieve data in a way that is not limited to fixed network connections. Both submission of samples for analysis and monitoring of instruments, can be accomplished via a wireless network, this allows analysts and clients to access data whilst roaming in a large laboratory or suite of laboratories. Html and Java applications have been developed to enable analysts and chemists a greater degree of flexibility to control and monitor automated equipment.

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26

Morais, Rander Silva, and Letícia Rodrigues da Fonseca. "The use of Design Thinking in the development of digital games for the teaching of chemistry in basic education." Revista Tempos e Espaços em Educação 15, no. 34 (September 12, 2022): e17778. http://dx.doi.org/10.20952/revtee.v15i34.17778.

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This study aimed to describe how Design Thinking can contribute to the development of digital games for the teaching of Chemistry, considering the needs of educators who teach this discipline and the reality of the students in which they are inserted. It was carried out through an applied research, with the digital game with the teaching staff and high school students of a private Basic Education Institution, located in a municipality in the southern region of Minas Gerais. Still, through the exploratory-descriptive study, with a qualitative approach, to understand how the Digital Quiz developed was enough to promote meaningful learning of Chemistry contents. Through the speech of teachers and students, through evaluation of the experimentation process, it was found that the digital game developed has potential as an innovative and active method for teaching Chemistry. It was concluded that Design Thinking can favor the process of developing digital games for the teaching of Chemistry, considering the needs of educators and the reality in which their students are inserted, and that through the evaluation of the participants, it is possible to ensure that the process asserts itself as methodological, innovative and active for the promotion of meaningful learning.

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Johannessen, Helle Møller, and Ulla Magdal Petersen. "IUPAC Focus on Digital Health." Chemistry International 43, no. 3 (July 1, 2021): 17–21. http://dx.doi.org/10.1515/ci-2021-0305.

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Abstract The G-Science Academies of Science and of Medicine published a statement in 2020 titled “Digital Health and the Learning Health System." The statement is interesting and relevant to the work of the Div. VII Chemistry and Human Health, and especially to the Subcommittee on Nomenclature for Properties and Units (SC-NPU).

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Kurić, Lutvo. "Digital Nuclear Shell Model." International Letters of Chemistry, Physics and Astronomy 32 (April 2014): 160–73. http://dx.doi.org/10.18052/www.scipress.com/ilcpa.32.160.

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The subject of this thesis is a digital approach to the investigation of the digital basis of digitalnuclear shell model. The shell model is partly analogous to the atomic shell model which describes thearrangement of electrons in an atom, in that a filled shell results in greater stability. Whenadding nucleons to a nucleus, there are certain points where the binding energy of the next nucleon issignificantly less than the last one. Magic numbers of nucleons: 2, 8, 20, 28, 50, 82, 126 which aremore tightly bound than the next higher number, is the origin of the shell model. “In a threedimensionalharmonic oscillator the total degeneracy at level n is (n+1)(n+2)/2. Due to the spin, thedegeneracy is doubled and is (n+1)(n+2). Thus the magic numbers would be ∑kn=0(n+1)(n+2)=(k+1)(k+2)(k+3)/3 for all integer k. This gives the following magic numbers:2,8,20,40,70,112..., which agree with experiment only in the first three entries. These numbers aretwice the tetrahedral numbers (1,4,10,20,35,56...) from the Pascal Triangle”.http://en.wikipedia.org/wiki/Nuclear_shell_model. The digital mechanism of shell model have beenanalyzed by the application of cybernetic methods, information theory and system theory,respectively. This paper is to report that we discovered new methods for development of the newtechnologies in nuclear physics and chemistry. It is about the most advanced digital technology whichis based on program, cybernetics and informational systems and laws. The results in practicalapplication of the new technology could be useful in physics, chemistry, bioinformatics, and othernatural sciences.

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Kurić, Lutvo. "Digital Nuclear Shell Model." International Letters of Chemistry, Physics and Astronomy 32 (April 22, 2014): 160–73. http://dx.doi.org/10.56431/p-nzp6at.

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The subject of this thesis is a digital approach to the investigation of the digital basis of digitalnuclear shell model. The shell model is partly analogous to the atomic shell model which describes thearrangement of electrons in an atom, in that a filled shell results in greater stability. Whenadding nucleons to a nucleus, there are certain points where the binding energy of the next nucleon issignificantly less than the last one. Magic numbers of nucleons: 2, 8, 20, 28, 50, 82, 126 which aremore tightly bound than the next higher number, is the origin of the shell model. “In a threedimensionalharmonic oscillator the total degeneracy at level n is (n+1)(n+2)/2. Due to the spin, thedegeneracy is doubled and is (n+1)(n+2). Thus the magic numbers would be ∑kn=0(n+1)(n+2)=(k+1)(k+2)(k+3)/3 for all integer k. This gives the following magic numbers:2,8,20,40,70,112..., which agree with experiment only in the first three entries. These numbers aretwice the tetrahedral numbers (1,4,10,20,35,56...) from the Pascal Triangle”.http://en.wikipedia.org/wiki/Nuclear_shell_model. The digital mechanism of shell model have beenanalyzed by the application of cybernetic methods, information theory and system theory,respectively. This paper is to report that we discovered new methods for development of the newtechnologies in nuclear physics and chemistry. It is about the most advanced digital technology whichis based on program, cybernetics and informational systems and laws. The results in practicalapplication of the new technology could be useful in physics, chemistry, bioinformatics, and othernatural sciences.

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30

McEwen, Leah R. "Towards a Digital IUPAC." Chemistry International 42, no. 2 (April 1, 2020): 15–17. http://dx.doi.org/10.1515/ci-2020-0203.

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AbstractCommunicating chemical knowledge is at the core of the IUPAC mission and underlies the success of the chemistry enterprise. In the global economy of the 21st century, this involves exchange among computer systems along with the expert scientists who use them. To enable the application of IUPAC outputs in the digital environment, IUPAC must augment its efforts to enable accessibility and interpretation by machines as well as humans. The Union must adapt to a digital work culture to engage in its mission of sustainable development, common language and free exchange of scientific information. [Frey 2014, https://doi.org/10.1515/ci.2014.36.1.14]

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31

Nada, Ella Izzatin, and Wiwik Kartika Sari. "Digital Literacy Analysis of Chemistry Education Students in Using the ChemDraw Application." JKPK (Jurnal Kimia dan Pendidikan Kimia) 5, no. 3 (December 31, 2020): 293. http://dx.doi.org/10.20961/jkpk.v5i3.46441.

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<p>Students digital competence abilities can be measured using the individual competence framework. There are five indicators used: information, communication, content creation, safety, and problem-solving. This study analyses students digital literacy profile with high, medium, and low ChemDraw skills. This research is a qualitative descriptive study. The trial was conducted on 25 Chemistry Education Students at UIN Walisongo Semarang with high, medium and low ChemDraw skills. Data were obtained using ChemDraw test instruments, observation and questionnaires. The data obtained were analysed based on digital literacy indicators to obtain student digital literacy profiles. The results showed that the digital literacy level of students with high ChemDraw skills had a moderate level of digital competence. Students with medium ChemDraw skills have a moderate level of digital competence. Meanwhile, students with low ChemDraw skills have a low level of digital competence</p>

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Sari, Wiwik Kartika, and Ella Izzatin Nada. "ANALISIS LITERASI DIGITAL CALON GURU KIMIA DALAM PELAKSANAAN PPL BERBASIS VIRTUAL DI MASA PANDEMI COVID-19." Orbital: Jurnal Pendidikan Kimia 4, no. 2 (December 31, 2020): 111–21. http://dx.doi.org/10.19109/ojpk.v4i2.6704.

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The COVID-19 pandemic has changed the offline learning process to be online, including the implementation of Field Experience Practices (PPL) activities carried out by chemistry education students. The online learning process which is carried out requires students to be proficient in the use of technology. This study aims to analyze the digital literacy skills of chemistry teacher candidate students. This research is a qualitative descriptive which the subjects were 60 students of chemistry education. Data were collected through survey and interview techniques. The instrument used to collect data was a digital literacy questionnaire which was declared valid and reliable based on the instrument test results. The digital literacy aspects tested are information, communication, content creation, safety, and problem solving. Based on the research data analysis, it can be concluded that the digital literacy skills of chemistry teacher candidate students are good. The percentage of the digital literacy level of chemistry education students on each indicator was 87% in the information category, 82% in the communication category, 78% in the content-creator category, 82% in the safety category, and 82% in the problem solving category.

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Bohrmann‐Linde, Claudia, and Michael Tausch. "Sustainable chemistry with light – experimental approaches via digital media." CHEMKON 28, no. 4 (April 14, 2021): 147–54. http://dx.doi.org/10.1002/ckon.202000088.

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34

Grubbs, W. Tandy. "Data-Driven Exercises for Chemistry: A New Digital Collection." Journal of Chemical Education 84, no. 8 (August 2007): 1391. http://dx.doi.org/10.1021/ed084p1391.

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35

Herres‐Pawlis, Sonja, Oliver Koepler, and Christoph Steinbeck. "NFDI4Chem: Shaping a Digital and Cultural Change in Chemistry." Angewandte Chemie International Edition 58, no. 32 (August 5, 2019): 10766–68. http://dx.doi.org/10.1002/anie.201907260.

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36

Kurić, Lutvo. "Codes and Analog Codes in Chemistry." International Letters of Chemistry, Physics and Astronomy 33 (May 2014): 28–52. http://dx.doi.org/10.18052/www.scipress.com/ilcpa.33.28.

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This paper discusses cyberinformation studies of the chemical elements composition in nature, in particular the identification of scientific terminology that could describe this phenomenon, ie, the study of biochemical information, as well as the relationship between the digital language of chemical elements and theoretical aspects of this elements and cybernetics. In digital pictures of biochemistry, physical and chemical parameters are in a strict submission to programmed, cyber and information rules. In some examples, chemical elements are connected through the discrete code 931, which is transformed into 32 31 30 code

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Kurić, Lutvo. "Codes and Analog Codes in Chemistry." International Letters of Chemistry, Physics and Astronomy 33 (May 11, 2014): 28–52. http://dx.doi.org/10.56431/p-noa660.

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This paper discusses cyberinformation studies of the chemical elements composition in nature, in particular the identification of scientific terminology that could describe this phenomenon, ie, the study of biochemical information, as well as the relationship between the digital language of chemical elements and theoretical aspects of this elements and cybernetics. In digital pictures of biochemistry, physical and chemical parameters are in a strict submission to programmed, cyber and information rules. In some examples, chemical elements are connected through the discrete code 931, which is transformed into 32 31 30 code

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38

Landschek, Ines. "Digital: OTWorld.connect." Orthopädie und Unfallchirurgie 10, no. 5 (October 2020): 7. http://dx.doi.org/10.1007/s41785-020-1676-4.

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Ansorg, Jörg. "Sprechstunde digital." Orthopädie und Unfallchirurgie 9, no. 6 (December 2019): 32–34. http://dx.doi.org/10.1007/s41785-019-1013-y.

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Nurul Apsari and Erlin Eveline. "Literasi Kimia Menggunakan Buku Digital Kimia Dasar Berbasis Sustainable Chemistry." JURNAL PENDIDIKAN MIPA 12, no. 4 (December 7, 2022): 1108–16. http://dx.doi.org/10.37630/jpm.v12i4.753.

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Keterbatasan sumber belajar menjadi salah satu kendala dalam proses pembelajaran terutama ketika pandemi covid-19. Buku kimia dasar berbasis sustainable chemistry (SC) dapat menjadi solusi dan alternatif sumber belajar yang kekinian dan mudah diakses kapan saja dan dimana saja. Tujuan penelitian adalah mengetahui kelayakan buku digital kimia dasar berbasis SC dan mengetahui pengaruh penerapan buku digital kimia dasar berbasis SC terhadap kemampuan literasi kimia pada proses pembelajaran. Metode pada penelitian ini adalah research and development (R&D) menggunakan desain ADDIE dengan tahapan Analysis, Design, Develop, Implementation, dan Evaluation. Subjek penelitian adalah mahasiswa STKIP Melawi sebanyak 15 orang untuk uji keterbacaan, 60 orang pada uji skala besar (30 orang pada kelas kontrol dan 30 orang pada kelas eksperimen). Teknik pengumpulan data menggunakan tes dan non tes. Instrumen non tes terdiri dari lembar validasi ahli materi dan ahli media untuk mengetahui kelayakan buku digital yang dikembangkan, angket respon peserta didik terhadap buku digital kimia dasar bermuatan SC (uji coba skala kecil), angket tanggapan peserta didik (skala luas). Instrumen penelitian tes berupa soal pretest dan postest untuk mengukur pengaruh penggunaan buku digital kimia dasar berbasis SC terhadap kemampuan literasi kimia. Teknik analisis data untuk mengetahui pengaruh produk terhadap literasi kimia menggunakan uji U-Mann Whitney. Hasil dari penelitian ini adalah buku digital kimia dasar berbasis SC dinyatakan layak untuk digunakan sebagai sumber belajar. Berdasarkan hasil uji menggunakan U-Mann Whitney diperoleh data bahwa Ho ditolak dan Ha diterima sehingga terdapat pengaruh penggunaan buku digital kimia dasar berbasis SC terhadap kemampuan literasi kimia.

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Ley, Steven V., Richard J. Ingham, Matthew O’Brien, and Duncan L. Browne. "Camera-enabled techniques for organic synthesis." Beilstein Journal of Organic Chemistry 9 (May 31, 2013): 1051–72. http://dx.doi.org/10.3762/bjoc.9.118.

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A great deal of time is spent within synthetic chemistry laboratories on non-value-adding activities such as sample preparation and work-up operations, and labour intensive activities such as extended periods of continued data collection. Using digital cameras connected to computer vision algorithms, camera-enabled apparatus can perform some of these processes in an automated fashion, allowing skilled chemists to spend their time more productively. In this review we describe recent advances in this field of chemical synthesis and discuss how they will lead to advanced synthesis laboratories of the future.

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Pagliaro, Mario. "Preprints in Chemistry: An Exploratory Analysis of Differences with Journal Articles." Publications 9, no. 1 (February 3, 2021): 5. http://dx.doi.org/10.3390/publications9010005.

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The exploratory analysis of the differences between preprints and the corresponding peer reviewed journal articles for ten studies first published on ChemRxiv and on Preprints, though statistically non-significant, suggests outcomes of relevance for chemistry researchers and educators. The full transition to open science requires new education of doctoral students and young researchers on scholarly communication in the digital age. The preliminary findings of this study will contribute to inform the curriculum of the aforementioned new courses for young chemists, eventually promoting accelerated innovation in a science that, unique amid all basic sciences, originates a huge industry central to the wealth of nations.

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Mercier, Véronique Breguet, Ulrich Scholten, Richard Baltensperger, Ludovic Gremaud, and Michal Dabros. "Distance Teaching in Chemistry: Opportunities and Limitations." CHIMIA International Journal for Chemistry 75, no. 1 (February 28, 2021): 58–63. http://dx.doi.org/10.2533/chimia.2021.58.

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Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor–student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.

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Priyatni, Petri, M. Rusdi, and Muhammad Haris Effendi-Hasibuan. "PENGEMBANGAN BUKU DIGITAL KIMIA PADA MATERI TITRASI ASAM BASA BERBASIS INKUIRI." Jurnal Pendidikan Kimia Universitas Riau 5, no. 2 (July 20, 2020): 55. http://dx.doi.org/10.33578/jpk-unri.v5i2.7785.

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Analysis of the needs of teachers and students states that learning required teaching materials that utilized multimedia as a learning medium that could be accessed on cellphones (laptops) and laptops. This study is aimed to develop learning media in the form of inquiry-based digital chemistry books on acid-base titration material. This type of research is a research and development study using the ADDIE model. The subjects in this study were chemistry teachers and students of class XI Mipa 1 in SMA Plus N 2 Banyuasin III. The instruments used to collect data were in the form of questionnaires, interviews, and daily logs. From the results of media validation, material validation and learning design validation state that this digital chemistry book is suitable for use in acid-base titration material. The results of the assessment of two chemistry teachers on digital books were stated to be very good with the kappa test obtained a value of 0.814. In the one-on-one trial, it was 86.67% feasibility, and in the small-group trial it was 95%. Chemistry digital books on inquiry- based acid-base titration material are appropriate for use in chemistry learning and are expected to be applied in learning to improve students critical thinking skills.

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Miller, Elizabeth M., and Aaron R. Wheeler. "Digital bioanalysis." Analytical and Bioanalytical Chemistry 393, no. 2 (September 28, 2008): 419–26. http://dx.doi.org/10.1007/s00216-008-2397-x.

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Shah, Gaurav J., Uday Tata, and R. Michael van Dam. "Automation and interfaces for chemistry and biochemistry in digital microfluidics." TECHNOLOGY 02, no. 02 (June 2014): 83–100. http://dx.doi.org/10.1142/s2339547814300030.

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Digital microfluidics (DMF) is an emerging technology for manipulation of picoliter to microliter droplets with a wide variety of applications in the fields of chemistry and biochemistry. We review recent developments in input and output interfaces to DMF chips and advances in automation of on-chip processes that have enabled the reliability and ease of use of these devices to reach new heights.

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McEwen, Leah, and Fatima Mustafa. "WorldFAIR Chemistry: Making IUPAC Assets FAIR." Chemistry International 45, no. 1 (January 1, 2023): 14–17. http://dx.doi.org/10.1515/ci-2023-0104.

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Abstract “Having chemical terminology and data available in the digital environment using standard file formats and standard identifiers will increase accessibly and interoperability of data by both humans and machines.”

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Tuomisto, Maiju, and Maija Aksela. "Design and evaluation framework for relevant chemistry-related educational card and board games." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 429–38. http://dx.doi.org/10.31129/lumat.v3i4.1014.

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During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

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Gunning, David, Vinay K. Chaudhri, Peter E. Clark, Ken Barker, Shaw-Yi Chaw, Mark Greaves, Benjamin Grosof, et al. "Project Halo Update—Progress Toward Digital Aristotle." AI Magazine 31, no. 3 (July 28, 2010): 33. http://dx.doi.org/10.1609/aimag.v31i3.2302.

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In the winter, 2004 issue of AI Magazine, we reported Vulcan Inc.'s first step toward creating a question-answering system called "Digital Aristotle." The goal of that first step was to assess the state of the art in applied Knowledge Representation and Reasoning (KRR) by asking AI experts to represent 70 pages from the advanced placement (AP) chemistry syllabus and to deliver knowledge-based systems capable of answering questions from that syllabus. This paper reports the next step toward realizing a Digital Aristotle: we present the design and evaluation results for a system called AURA, which enables domain experts in physics, chemistry, and biology to author a knowledge base and that then allows a different set of users to ask novel questions against that knowledge base. These results represent a substantial advance over what we reported in 2004, both in the breadth of covered subjects and in the provision of sophisticated technologies in knowledge representation and reasoning, natural language processing, and question answering to domain experts and novice users.

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Đorđević, Ana. "Digital Repository of the University of Belgrade – Faculty of Chemistry." Infotheca 20, no. 1-2 (2020): 114–35. http://dx.doi.org/10.18485/infotheca.2020.20.1_2.8.

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