2010 № 9

The author reveals the principles to follow to form needs for learning and self-education

Associate Head of the Legal Department of the Administration of the All- Russian Trade Union of the Education is answering our readers’ questions.

In the article it is shown how the biological oxidation reactions considered as enzymatic synthetic reactions allowed the foundation of our current understanding of the chemistry of energy transformations in living organisms. Now it is the subject of molecular bioenergetics. This scientific branch of biochemistry studies first of all how ATP, the universal biological energy equivalent, is formed upon the energy of electron transfer released in the respiratory chain.

Intellectual education is primarily focused on the orientation of inner intellectual resources of students (mastering different ways of information encryption, differentiation and integration of conceptual experience, building-up general intellectual skills, developing ability to self-regulation of intellectual activity, readiness to trust intuition, etc.). The authors show the way the educational process can provide conditions to form and enrich conceptual experience of students.

At the lesson-research a teacher acts as an organizer of independent research activity of students, as a consultant while conducting an experiment, as an IT and IT equipment-operator while watching a video-fragment and as a coordinator in a community a teacher – students while conceptualizing the research results.

This paper illustrates the use of student’s cognitive styles information for developing students understanding of chemical conception at different stages of chemistry training.

he methodology of the successive formation of fundamental knowledge, skills, habits (ZUN) in studying biomedical classes - future students [KGMU] on the professionally significant theme “Reactions in the solutions of electrolytes” is represented. Stage-by-stage character the study of this theme is developed, the examples of tasks, carried out with the students in the stage of training, their comprehensive and detailed solutions, and also the algorithms of actions for the students are given.

The article examines didactic functions of an interactive board. Examples of using an interactive board in a process of teaching chemistry at school are provided.

The authors share their experience on conducting lessons of the studying a new material and the initial feedback of the knowledge on the theme of “Phosphorus and its compounds”.

The design of the lesson on the subject of “Chemical behavior oа carbon oxides” (the 8th Form) is offered using a problem and dialogue method of teaching. The lesson consists of two stages: determining the teaching problem and a search for a decision. The determination of the teaching problem is the formulating the subject of a lesson or an issue to search. The search fro a decision is a forming new knowledge. Students implement the formulating of the academic problem and searching for its solution in the course of a dialogue specially organized by a teacher.

Teachers use tasks in a test mode mainly for ongoing and final knowledge quality controlling process. But it is possible to use the test tasks system at the different stages of a lesson with the purpose of developing cognitive activity of students. The authors offer one of the possible options of conducting alike lesson on the subject of “Carbonic acid, salts of carbonic acid”.

Method “Ask a task question”, which is focused on training students to compose a brief note of a task condition and its response equation as drawing simple formulas as well, is examined. It is of special use while working in the correction classes.

The information regarding acid-base amphotericity of chemical compounds was summarized. This information is being appeared in various sections of chemistry course at secondary school. The concept of amphotericity was proposed by G. Bredig in 1900. The different types of ampholytes have been considered. There are one- and two-centered ampholytes, amphoteric liquids, metal hydroxides, acidic and basic salts, salts of weak acid and weak base, poly- and heterofunctional organic compounds, and polyampholytes. The state of ampholyte in solution has been characterized by equilibrium constants and pH values of isoelectric point. The conditions of transformation of two- centered ampholyte to zwitterion are given. The material will help teachers explain the essence of amphotericity, and in some cases, apply quantitative data on the equilibrium reactions of amphoteric compounds.

The series of demonstrational versions of experiments used while studying electrolytic dissociation is offered. While watching the given experiments, students are plunged into the situation of unexpectedness, assumption, and uncertainty, which stimulates their cognitive activity and develops logical thinking.

The author offers research study dedicated to aspic oils. The purpose of the study is to show the ability of aerosol sprays of aspic oils to kill microorganisms in the indoor area air.

Compounds of three transition elements, such as vanadium, chrome, and manganese can be called “chemical chameleons”. Using their compound as an example, it is possible to carry out a flashy experiment.

A simple reaction with tannin is offered to detect the water pollution.

Research activity, water hardness.

Various approaches for composing the problems of the International Chemistry Olympiad are discussed. The problems devoted to crystal structures were chosen as an example. The competitive and scientific content of olympiad problems is discussed. The typical errors made by the students are analyzed.

This is a short story about some scientific discoveries by Lord of Rayleigh