Environmental Chemistry (Gas and Gas−Solid Interactions):  The Role of Physical Chemistry

1996 ◽  
Vol 100 (31) ◽  
pp. 12888-12896 ◽  
Author(s):  
Mario J. Molina ◽  
Luisa T. Molina ◽  
David M. Golden
Keyword(s):  
Physical Chemistry ◽  
Environmental Chemistry

The role of bile composition and physical chemistry in the pathogenesis of octreotide-associated gallbladder stones

1994 ◽  
Vol 107 (5) ◽  
pp. 1503-1513 ◽  
Author(s):  
S. Hyder Hussaini ◽  
Gerard M. Murphy ◽  
Colette Kennedy ◽  
G. Michael Besser ◽  
John A.H. Wass ◽  
...  
Keyword(s):  
Physical Chemistry ◽  
Bile Composition ◽  
Gallbladder Stones

Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class

2015 ◽  
Vol 16 (4) ◽  
pp. 769-785 ◽  
Author(s):  
Nicole Becker ◽  
Courtney Stanford ◽  
Marcy Towns ◽  
Renee Cole
Keyword(s):  
Physical Chemistry ◽  
Mathematical Problem ◽  
Class Discussion ◽  
Graphical Representations ◽  
Guided Inquiry ◽  
Instructional Context ◽  
Curricular Materials ◽  
Toulmin’S Model

In physical chemistry classrooms, mathematical and graphical representations are critical tools for reasoning about chemical phenomena. However, there is abundant evidence that to be successful in understanding complex thermodynamics topics, students must go beyond rote mathematical problem solving in order to connect their understanding of mathematical and graphical representations to the macroscopic and submicroscopic phenomena they represent. Though traditional curricular materials such as textbooks may provide little support for coordinating information across macroscopic, submicroscopic, and symbolic levels, instructor facilitation of classroom discussions offers a promising route towards supporting students' reasoning. Here, we report a case study of classroom reasoning in a POGIL (process-oriented guided inquiry learning) instructional context that examines how the class coordinated macroscopic, submicroscopic, and symbolic ideas through classroom discourse. Using an analytical approach based on Toulmin's model of argumentation and the inquiry-oriented discursive moves framework, we discuss the prevalence of macroscopic, submicroscopic and symbolic-level ideas in classroom reasoning and we discuss how instructor facilitation strategies promoted reasoning with macroscopic, submicroscopic, and symbolic levels of representation. We describe one sequence of instructor facilitation moves that we believe promoted translation across levels in whole class discussion.

scholarly journals Exploration on the Reform of Ideological and Political Teaching of Environmental Chemistry Course

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Dan Feng ◽  
Baochuan Qi ◽  
Yunqing Liu ◽  
Xinglei Wang
Keyword(s):  
Environmental Chemistry ◽  
Ideological And Political Education ◽  
Political Education ◽  
Whole Process ◽  
Teaching Content ◽  
Training Courses

To carry out curriculum ideological and political education is to thoroughly implement the whole staff, the whole process, and all-round education. Taking the environmental chemistry course as an example, it introduces the feasibility of developing ideological and political education, and analyzes how to realize the integration of environmental chemistry courses and ideological and political education from the aspects of changing concepts, carefully designing teaching content, and playing the role of training courses and experimental courses. Integration has achieved certain results, providing reference and reference for environmental majors to carry out related courses ideological and political education.

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