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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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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:
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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...
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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.
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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...
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由于COVID-19的流行,高中化学教师面临挑战,尤其是那些没有同事的教师. 重新设计的专业发展 (PD) 提高了可访问性和互动性,以打击孤立和改善教师的学习.

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高中/入门化学学习理论多媒体学习专业发展公众理解/宣传

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科学领域:

  • 科学教育
  • 化学教育
  • 教师职业发展

背景情况:

  • 随着COVID-19的流行,传统的教学和学习环境发生了变化.
  • 高中化学教师面临着巨大的挑战和孤立.
  • 可能阻碍了同学互动和专业发展.

研究的目的:

  • 考虑重新设计面对面的PD程序以远程格式.
  • 为高中化学教师提供提升PD可访问性和互动性的建议.
  • 减轻教师面临的挑战,特别是那些处于孤立地位的教师.

主要方法:

  • 这项研究涉及对20名高中化学教师的PD计划进行重新设计.
  • 一个认知学习模型在PD转型期间提供了新兴的教学实践.
  • 收集了有关PD优势,需要改进的领域以及参与者的反.

主要成果:

  • 这项重新设计的远程PD程序提升了可访问性和互动性.
  • 认知学习模式指导了PD实施的转变.
  • 参与者的反提供了重新设计的PD的有效性.

结论:

  • 基于理论的设计原则应指导PD,其次是基于技术的交付.
  • 在PD实施过程中,灵活性和适应对于教师的参与和学习至关重要.
  • 重新设计的PD流程为未来的高质量,流行病后的教师教育体验提供了一个模型.