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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...
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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,...
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Updated: Sep 9, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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遠隔化学教師のプロフェッショナル・デベロッパリング: プログラム再設計のための永続的なレッスン

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
まとめ

COVID-19のパンデミックは,高校の化学教師,特に同僚がいない教師に課題を与えました. プロフェッショナル・デベロップメント (PD) を再設計し,孤立と闘い,教師の学習を改善するためにアクセシビリティとインタラクティビティを向上させました.

キーワード:
高校/入門化学理論を学ぶマルチメディアベースの学習プロフェッショナル 開発公衆の理解/広報

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科学分野:

  • 科学教育
  • 化学教育
  • 教師の専門的発達

背景:

  • COVID-19 パンデミックは従来の教学・学習環境を混乱させました.
  • 高校で化学を教えている教師は 課題を大きくし 孤立していました
  • 同僚の交流や専門的発達 (PD) のアクセスはおそらく阻害された.

研究 の 目的:

  • 遠隔操作の PD プログラムを再設計する
  • 高校化学教師のPDアクセシビリティとインタラクティビティを強化するための勧告を提供すること.
  • 教師が直面する課題,特に孤立した立場にある教師の課題を緩和する.

主な方法:

  • 高校の化学教師20人を対象に PDプログラムを再設計しました
  • 認知学習モデルがPDの変容過程で出現した教学慣行に情報を与えました
  • PDの強み,改善すべき分野,そして参加者のフィードバックを集めました.

主要な成果:

  • リモートPDプログラムは アクセシビリティとインタラクティビティを向上させました
  • 認知学習モデルはPDの実装の変革を導きました
  • 参加者のフィードバックは,再設計されたPDの有効性についての洞察を提供しました.

結論:

  • 理論に基づいた設計原則がPDの指針となり,それに続くのは技術に基づく提供です.
  • PDの実施過程における柔軟性と適応は,教師の関与と学習に不可欠です.
  • 再設計されたPDプロセスは,将来の高品質の,パンデミック後の教師教育体験のモデルを提供します.