2011 № 9

The article represents an importance of teaching intellectually gifted children during period of upgrade of education. The author starts by telling the reader about discussion of this topic on the VI congress of All-Russian pedagogical meeting. Such problems as revelation of giftedness and methods of teaching are discussed on the congress. The article contains author's experience of teaching chemistry intellectually gifted children. The author suggests to use the pedagogical strategy for critical thinking.

This is an analysis of metal melting points and boiling temperatures published in reference literature over a period of 80 years (since 1920). Physicochemical constant values are taken from a fundamental Landolt- Bornstein’s reference book on chemistry, Наndbook of Chemistry and Physics, Chemical Encyclopedia. Metal melting points values were found to be the same only for 21 metals and metal boiling temperature values coincide only for 8 metals.There is a diversity in values for other metals; this was found mostly for high-melting-point metals from tantalum to iridium. Our study brings up two questions: are there definitively defined constants and what reference literature should one consult? From the author’s point of view, these physicochemical constants for schoolbooks should be taken from Наndbook of Chemistry and Physics for it’s being kept up to date with the current scientific data by means of annual updates.

The article is about organization, development and diagnostics of interdisciplinary results in chemistry education. The author has developed instruments for diagnostics of achievements level of interdisciplinary results for 8th grade students. Complex tasks and evaluation criteria are discussed in details.

Shifting the course of the organic chemistry into the 11th Form provides an opportunity not to divert the students’ attention to study the material of the fundamental chemistry course and, besides, to base constantly upon the knowledge got in the course of the inorganic and general chemistry, to from students’ ideas on chemistry as an integrated science, thus implementing intra-subject knowledge integration.

The lesson in the mode of a role play is offered, which allows to generalize and to expand students’ knowledge on alkenes; to show a dependence of alkenes properties on their structure; to compare alkanes and alkenes from the standpoint of their structure and properties; to study history of the alkenes discovery and their utilization; to consider unsaturated compounds nomenclature; to consolidate the skill to solve problems on determining the molecular formula of a matter; to repeat the fundamental principles of the theory of chemical structure of organic matters.

Use at lessons of chemistry of the information approach promotes increase of motivation and informative activity of pupils. The technique of application of the stereochemical theory of sense of smell is considered at studying of separate themes of organic and inorganic chemistry.

There are a lot of ways and means, which allow to mainstream students’ activity, not only to pass the certain sum of knowledge to the, but provide them with the opportunity to experience the joy of discovery as well. One of those is using active hand-out materials.

The 7th Form chemistry lesson design is offered. The lesson allows forming key education competences.

The design of the 6th Form integrated lesson, which was held within the framework of the natural science week, is offered. Using chemical experiment, chemical ideas, and symbols allows a lesson being bright, saturated, cognitive, and fun-filled.

Calculating tasks of ecological contents are offered as an effective means for ecological ideology training on different standards of education.

The procedure of the self consistent training study of students is represented. The object of the study is the reaction between the solutions of sodium thiosulfate and sulfuric acid. For the quantitative measurements it is proposed to use the sensor of optical density. Examples of the application of a mathematical apparatus, accessible to students, are shown for determining the orders of reaction with respect to thiosulfate ions and hydrogen ions, temperature velocity coefficient of reaction, energy of activation.

The purpose of ours of research – to establish structure of power drinks and to prove their danger to schoolboys. And also to offer more safe drinks for reception of energy and nutrients.

Analysts tend to choose the analytical response with a lower detection limit and the maximum selectivity. Improvement of these parameters, analytical reactions - one of modern analytical chemistry. The main types of analytical reactions: precipitation, complexation, oxidation-reduction, as well as methods of masking and separation, which are used in the analysis to eliminate the interfering influence of components, can be used in practical classes in school.

Opportunities to use problem training methods in chemistry in the 9th, 11th Forms of secondary school are shown in the work. Developed by the authors new school chemical experiments with ferric (III) salt solutions and metals with different activity took as a basis for these methods. Problem situations, which are created with the help of the offered experiments, must be solved by students directed by a teacher on the basis of theoretical analysis of observed results.

A way of additional water conditioning in electric kettle with the help of absorbent carbon tablets, which are placed into used disposable tea infusion sachets (2 tablets of absorbent carbon tablets per 1 liter of water) is offered. At that the heavy-metal ion content in a prepared boiling-hot water declines of scale.

The contest is held among the 9th Form students. 4 teams consisting of 5-7 people take part in it. The purpose of its holding is to broaden and to deepen the students’ knowledge, which they obtained at lessons, to demonstrate the practical meaningfulness of chemical knowledge in everyday life, to develop skills of independent work and the steady interest in chemistry.

The results of the 43th International Chemistry Olympiad (Ankara, July 2011) are presented. The most interesting theoretical problems are discussed, and typical mistakes made by the students while solving olympiad problems are analyzed.

Methodists by the term “the Faraday’s mistake” varnish defects and faults of their own work. But the most amazing thing is that in the school academic material dedicated to the electrolytic dissociation, only one Faraday’s mistake is marked, and no one word has been said about the fact, that not Arrhenius, but Faraday has introduced the most important ideas of dissociation to the science.

The first experiments by J. J. Cockcroft and E. T. Walton on proton accelerator are describes. The story about looking for neutron by J. Chadwick is given.