2012 № 2

The main purpose of the article is to demonstrate the influence of historical method on educational opportunities for chemical lessons. By the example of the topic “Nitrogen” the article demonstrates how to make a problem situation and how to organize discussion of the problem on the historical facts. It also represents opportunities for intensification of pedagogical aspect of chemical education due to historical facts of science.

The article features a brief analysis of the famous classifications of the general academic skills, the definition of reflection and reflexive skills is given, their content is disclosed, and systematic technique of forming and developing reflexive skills of students while studying chemistry in the secondary school are described.

Under the conditions of IT penetrating into all spheres of the social life using informational educational technologies in the school academic process gains a priority meaning. Recently new interactive educational media, such as a multimedia system, interactive boards, and document-cameras, are there to help while conducting academic classes. Besides, new interactive means, such as the interactive interrogating and voting system at lessons, keep emerging.

Stable work while using the system of individual academic tasks positively influences the dynamics of developing individual and personal qualities of a student. The orientation of the academic and pedagogic process on forming and developing individuality determines a character of the individual academic tasks differentiation also. The authors provide examples of individual academic tasks kits on certain subjects.

It makes sense to organize project activity, when students have already possessed the significant reservoir of knowledge, skills, and experience, which allows them to demonstrate high activity and the certain independence in the course of new material studying. The design of the lesson on the subject of the “Reactions between the electrolyte solutions. Ionic equation of chemical reactions” is offered with the usage of students’ project activity elements.

The module technology allows each student to reach concrete goals of academic and cognitive activity totally independently. At that academic modules serve as training devices. We offer the design of module “Sulfur. Sulfur oxides” from the academic theme “The Oxygen Subgroup”.

To check the effectiveness of the studying the theme of “Chemical reactions” (the 11th Form) the author has developed the bank of the quiz test tasks in the Unified State Examination format. These tasks can be used as a simulator for the general material feedback in the 11th Form and the Unified State Examination preparation, organizing front, group, individual work, and work in pairs.

One of the systematic techniques of the training and knowledge control is the combining chemical equations, which are usually the part of the tasks on different subjects, into the complex of intersectional equations, or a cross-test, which distantly reminds a usual crossword. Examples of such tasks are offered in the article.

The lesson is conducted in the lection mode, which is accompanied by a chemical experiment both demonstrational as laboratorial as well. Cross-curriculum links with such academic disciplines as “Biology” and “Medical Knowledge Fundamentals” are carried out.

A didactic game is a mean, which propels the process of teaching chemistry, and creates conditions to form positive cognitive incentives in teaching chemistry by means of fascinating tasks and contests. The article offers the design of a scoring lesson for the 8th Form on the subjects of “The Atomic Model” and “The Chemical Bond”, which organization includes the elements of situations.

The author has succeeded to adapt the algebraic way of equalization of coefficients for being used without application of technical means: the algorithmic instruction was compiled, following which it is possible to get the only mathematic equation with one or two unknowns for the majority of chemical reactions. Its solution allows finding all coefficients.

It is offered to formulate and solve a system of algebraic equations to get coefficients of a chemical equation. The number of equations is equal to the number of chemical elements, participating in the reaction.

The basic thermochemical definitions that are desirable to be known to school students and are necessary for university entrants are presented in the paper.

This article’s main topic is educational application of prognosis of substance properties on the basis of its composition and vice versa. Formic acid and sodium formiate were chosen as research objects. The following chemical experiments were performed: oxidation and reduction of formic acid, etherification of formic acid, pyrolisis of sodium formiate.

The article offers a simple experiment on qualitative detection of creatine in the meat broths and extracts. Such work is not difficult to accomplish at a usual lesson. The given experiment can perform interest prom the meat produce quality control standpoint. Creating detecting can be also conducted in the other biological liquids as, for instance, saliva and skin washouts are.

Calcium and magnesium are biologically active components of the milk which maintenance causes suitability of milk for cheese manufacture. Calcium and magnesium in milk define комплексонометрическим a method, a variant of return titration in the alkaline environment in the presence of indicators мурексида or эриохромового black Т (хромогена). Improvement of a technique of definition of calcium and magnesium in milk will allow to reduce time of carrying out of the analysis, will give economic efficiency and will force manufacturers to use the given technique in the analysis. The given technique will allow to improve quality of let out production.

Solving of experimental problems for inorganic compounds recognition' article offers the methodology of laboratory operations which is recommended for the pupils profoundly studying chemistry, preparing for participation to a practical experimental stage of the contest in chemistry. The special attention is given to skills of observing of course of reactions, dependence of process of formation of resultants of a pouring reagents order, to ability of making correct conclusions from what has been seen and to form up a work done.

The major achievements of women in chemistry are summarized in article. The paper contains information about the women who opened chemical elements, women-chemists and biochemists – who were Nobel prize winners, the women-chemists got state (Lenin's award, the state award, a national scientific medal of the USA) and scientific (Priestley, Gibbs, Perkin) awards. The list of women- presidents of the American chemical society, women-chemists entered into the Hall of National Fame and the Hall of Fame of women-inventors of the USA are presented. About women who were the first among women in different areas of chemistry studying are told.

The paper considers the experience of cooperation of the Moscow school №1344 specialized in biology and chemistry and the research educational laboratory "Chemistry" of the Polytechnic museum. It is an example of a joint organization of the propedeutic stage of teaching chemistry which proves to be effective. Methods, content and tools of teaching the propedeutic chemistry course for the 6-year scholars are described. This course is based on the integration of school and museum classes.