Jove
Visualize
Contáctanos

Videos de Conceptos Relacionados

Radical Reactivity: Overview01:11

Radical Reactivity: Overview

2.2K
Radicals, the highly reactive species, gain stability by undergoing three different reactions. The first reaction involves a radical-radical coupling, in which a radical combines with another radical, forming a spin‐paired molecule. The second reaction is between a radical and a spin‐paired molecule, generating a new radical and a new spin‐paired molecule. The third reaction is radical decomposition in a unimolecular reaction, forming a new radical and a spin‐paired...
2.2K
Factors Influencing the Rate of Chemical Reactions01:22

Factors Influencing the Rate of Chemical Reactions

5.6K
A variety of factors influence the rate of chemical reactions. For a chemical reaction to happen, atoms must collide with enough energy to overcome the repulsion between their electrons. This energy is called activation energy. Factors influencing the rate of reaction either lower the activation energy or increase the likelihood of a successful collision.
Concentration and Pressure:
The more particles present within a given space, the more likely those particles are to bump into one another....
5.6K
Radical Reactivity: Concentration Effects01:20

Radical Reactivity: Concentration Effects

1.5K
In a radical reaction, the concentration of starting materials governs the selectivity of a radical. For example, the reaction between an alkyl halide and an alkene, in the presence of tin hydride and AIBN, begins with the generation of a tin radical. The generated radical then abstracts halogen from the alkyl halide, producing an alkyl radical. This alkyl radical can either react with tin hydride, yielding an alkane, or add to an alkene, generating a nitrile-stabilized radical, eventually...
1.5K
Chemical Reactions01:19

Chemical Reactions

90.8K
A chemical reaction is a process by which the bonds in the atoms of substances are rearranged to generate new substances. Matter cannot be created or destroyed in a chemical reaction—the same type and number of atoms that make up the reactants are still present in the products. Merely, the rearrangement of chemical bonds produces new compounds.
Chemical Reactions Rearrange Atoms into New Substances
A chemical reaction takes starting materials—the reactants—and changes them...
90.8K
Redox Equilibria: Overview01:23

Redox Equilibria: Overview

801
A reduction-oxidation reaction is commonly called a redox reaction. In a redox reaction, electrons are transferred from one species to another rather than being shared between or among atoms. The reducing agent or reductant is the species that loses electrons and gets oxidized in the process. The species that gains electrons and gets reduced in the process is the oxidizing agent or oxidant. Redox reactions are represented as two separate equations called half-reactions, where one equation...
801
Toxic Reactions: Overview01:26

Toxic Reactions: Overview

1.2K
When toxic substances penetrate the human body, they disseminate to various tissues, undergoing metabolic changes. This process yields reactive metabolites that may covalently bind with specific target molecules, resulting in toxicity.
Toxicity falls into two primary categories: local and systemic.
Local toxicity appears at the exposure site, such as protein denaturation caused by caustic substances.
In contrast, systemic toxicity requires the toxic agent's absorption and distribution,...
1.2K

También podría leer

Artículos Relacionados

Artículos vinculados a este trabajo por autores compartidos, revista y gráfico de citas.

Ordenar por
Same author

Shaping Tomorrow's Scientists: A Call to Action.

ACS omega·2026
Same author

Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research.

Journal of chemical education·2025
Same author

Investigating Teacher-Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction.

Journal of chemical education·2025
Same author

Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations.

Journal of chemical education·2025
Same author

Generating an Evidence-Based Guide to Scaffolding Sodium Chloride Dissolution Using the VisChem Approach.

Journal of chemical education·2025
Same author

Applying the VisChem Approach in High School Classrooms: Chemical Learning Outcomes and Limitations.

Journal of chemical education·2025
JoVE
x logofacebook logolinkedin logoyoutube logo
ACERCA DE JoVE
Visión GeneralLiderazgoBlogCentro de Ayuda JoVE
AUTORES
Proceso de PublicaciónConsejo EditorialAlcance y PolíticasRevisión por ParesPreguntas FrecuentesEnviar
BIBLIOTECARIOS
TestimoniosSuscripcionesAccesoRecursosConsejo Asesor de BibliotecasPreguntas Frecuentes
INVESTIGACIÓN
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchivo
EDUCACIÓN
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualCentro de Recursos para ProfesoresSitio de Profesores
Términos y Condiciones de Uso
Política de Privacidad
Políticas

Video Experimental Relacionado

Updated: Sep 9, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.2K

Desarrollo profesional del profesor de química a distancia: lecciones duraderas para el rediseño programático

Meng-Yang M Wu1, KatieMarie Magnone1, Roy Tasker2

  • 1Department of Chemistry and Biochemistry, Miami University, Oxford, Ohio 45056, United States.

Journal of chemical education
|September 2, 2025
PubMed
Resumen

La pandemia de COVID-19 desafió a los maestros de química de las escuelas secundarias, especialmente a los que no tienen colegas. El rediseño del desarrollo profesional (DP) mejoró la accesibilidad y la interactividad para combatir el aislamiento y mejorar el aprendizaje de los profesores.

Palabras clave:
Escuela Secundaria / Introducción a la QuímicaTeorías de aprendizajeAprendizaje basado en multimediaDesarrollo profesionalComprensión del público

Más Videos Relacionados

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
04:15

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

1.2K
Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

741

Videos de Experimentos Relacionados

Last Updated: Sep 9, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.2K
Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
04:15

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

1.2K
Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

741

Área de la Ciencia:

  • Educación Científica
  • Educación Química
  • Desarrollo profesional del profesorado

Sus antecedentes:

  • La pandemia de COVID-19 interrumpió los entornos tradicionales de enseñanza y aprendizaje.
  • Los únicos maestros de química en las escuelas secundarias se enfrentaron a desafíos amplificados y al aislamiento.
  • El acceso a las interacciones colegiadas y al desarrollo profesional (DP) probablemente se vio inhibido.

Objetivo del estudio:

  • Para reflexionar sobre el rediseño de un programa de PD cara a cara a un formato remoto.
  • Proporcionar recomendaciones para mejorar la accesibilidad y la interactividad de la PD para los profesores de química de secundaria.
  • Para mitigar los desafíos a los que se enfrentan los profesores, en particular aquellos en posiciones aisladas.

Principales métodos:

  • El estudio involucró el rediseño de un programa de PD para 20 maestros de química de secundaria.
  • Un modelo de aprendizaje cognitivo informó las prácticas de enseñanza emergentes durante la transformación de la EP.
  • Se recogieron reflexiones sobre las fortalezas de la EP, las áreas de mejora y los comentarios de los participantes.

Principales resultados:

  • El rediseñado programa de PD remoto mejoró la accesibilidad e interactividad.
  • El modelo de aprendizaje cognitivo guió la transformación de la implementación de PD.
  • Los comentarios de los participantes proporcionaron información sobre la efectividad del PD rediseñado.

Conclusiones:

  • Los principios de diseño basados en la teoría deben guiar el PD, seguido de la entrega basada en la tecnología.
  • La flexibilidad y la adaptación durante la implementación del PD son cruciales para la participación y el aprendizaje de los profesores.
  • El proceso de PD rediseñado ofrece un modelo para futuras experiencias de educación de maestros de alta calidad después de la pandemia.