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Related Concept Videos

UV–Vis Spectrum01:30

UV–Vis Spectrum

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When light passes through a substance, a portion of the light is absorbed while the remaining light is reflected or transmitted. If the molecule absorbs light between the wavelengths of 180–400 nm range, the UV spectrum is obtained, and if it absorbs light in the 400–780 nm wavelength range, the visible spectrum is obtained.     
The UV–Vis spectrum of a molecule is the plot of its absorbance versus wavelength. The plot is drawn by taking molar...
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UV–Vis Spectrometers01:14

UV–Vis Spectrometers

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The absorbance of UV and visible (UV–visible) radiations is measured using a UV–visible spectrophotometer. Deuterium lamps, which emit UV radiation, and tungsten lamps, which produce radiation in the visible region, are used as light sources in UV–visible spectrophotometers. A monochromator or prism is used for diffraction grating, i.e., to split the incoming radiation into different wavelengths. A system of slits is used to focus the desired wavelength on the sample cell.
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IR and UV–Vis Spectroscopy of Aldehydes and Ketones01:29

IR and UV–Vis Spectroscopy of Aldehydes and Ketones

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Infrared spectroscopy, also known as vibrational spectroscopy, is mainly used to determine the types of bonds and functional groups in molecules. In aldehydes and ketones, the carbonyl (C=O) bond shows an absorption around 1710 cm-1. The C=O bond vibration of an aldehyde occurs at lower frequencies than that of a ketone. In addition to the C=O absorption in an aldehyde, the aldehydic C–H bond also gives two peaks in the 2700–2800 cm-1 range. This absorption, coupled with the...
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IR and UV–Vis Spectroscopy of Carboxylic Acids01:28

IR and UV–Vis Spectroscopy of Carboxylic Acids

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In IR spectroscopy of carboxylic acids, the C=O bond shows a characteristic band between 1710 and 1760 cm⁻¹, and the O–H bond exhibits a broad band between 2500 and 3300 cm⁻¹.
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UV–Vis Spectroscopy of Conjugated Systems01:32

UV–Vis Spectroscopy of Conjugated Systems

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Organic compounds with conjugated double bonds show strong absorption features in the UV–visible region of the electromagnetic spectrum attributed to π → π* electronic excitations. Generally, a UV–vis absorption spectrum is recorded as a plot of absorbance vs wavelength. The wavelength of maximum absorbance, which manifests as a peak in the absorption spectrum, is denoted as λmax.
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UV–Vis Spectroscopy: Woodward–Fieser Rules01:29

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UV–Visible absorption spectra of conjugated dienes arise from the lowest energy π → π* transitions. The light-absorbing part of the molecule is called the chromophore, and the substituents directly attached to the chromophore are called auxochromes. A strong correlation exists between the absorption maxima, λmax, and the structure of a conjugated π system. The Woodward–Fieser rules predict the value of λmax for a given structure by adding the...
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A Method to Quantify Visual Information Processing in Children Using Eye Tracking
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Construct-A-Vis: Exploring the Free-Form Visualization Processes of Children.

Fearn Bishop, Johannes Zagermann, Ulrike Pfeil

    IEEE Transactions on Visualization and Computer Graphics
    |August 24, 2019
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    Summary

    Construct-A-Vis enables elementary students to create their own data visualizations. This free-form approach fosters creativity and critical engagement with data mapping, offering valuable insights for educational tool design.

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    Area of Science:

    • Human-Computer Interaction
    • Educational Technology
    • Data Visualization

    Background:

    • Elementary school curricula increasingly include data analysis skills.
    • Existing research focuses on guided visualization completion exercises.
    • There's a need for tools supporting children's free-form data mapping and visualization ideation.

    Purpose of the Study:

    • To explore the feasibility of free-form, constructive visualization activities for elementary school children.
    • To introduce and evaluate Construct-A-Vis, a tablet-based tool for creative data visualization.
    • To understand how adjustable scaffolding and collaborative features impact children's visualization processes.

    Main Methods:

    • Developed Construct-A-Vis, a tablet application with adjustable scaffolding for visual mapping.
    • Conducted a study with elementary school children using the tool individually and in pairs.
    • Analyzed children's visualization outcomes and their engagement with data and mapping processes.

    Main Results:

    • Children demonstrated diverse visualization outcomes when using Construct-A-Vis.
    • The free-form constructive approach encouraged critical engagement with data and mapping.
    • Adjustable scaffolding and collaborative interactions positively influenced visualization activities.

    Conclusions:

    • Free-form constructive visualization tools like Construct-A-Vis are feasible and beneficial for elementary education.
    • Tool-based scaffolding mechanisms and shared interactions are crucial for guiding children's visualization exploration.
    • Findings offer design insights for developing effective data visualization tools for young learners.