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The main purpose of this study is to determine the effect of using a new type of mnemonic device, utilizing dance steps in teaching Chemistry 7 in the retention rate of students on the properties of metals and non-metals. Different dance mnemonics corresponding to each property of the two types of elements were developed by the researcher. It was then utilized in teaching. The respondents of the study were the 91 grade 7 students of the two classes of the researcher in Science 7 during the first quarter of the S.Y. 2019-2020. Z-test was the statistical treatment used to compare the results of sample-experimental group to that of the population it was taken from. After utilizing the set of dance mnemonics developed corresponding to different properties of metals and non-metals, the samples performed better on the post-test compared to the population which means that using dance steps as mnemonic device increased the retention rate of grade 7 students. This study was limited only in the effect of using dance steps as a mnemonic device to increase the retention rate of grade 7 students in the properties of metals and non-metals.

In this article, we first (re)trace the presence and absence of mining, metals and extractionary practices, what we call MMEs, from environmental and sustainability curricular frameworks United Nations' Act Now Framework. Then, we critique the swelling markets, mentalities, and mastermindings used to develop and produce "clean" and "renewable" energy sources/solutions. As one of many examples, there is increasing skepticism among Indigenous communities that history may repeat itself as the quest for "clean" results in further displacement and violations of tribal sovereignty (Healy & Baker, 2021; Holzman & Waldman, 2022; Shah & Bloomer, 2018). Notwithstanding our (e.g., authors) academic positionalities in social studies education, one of our conclusions considers the necessity of interdisciplinary collaboration between science and social studies on the issue of sustainability through MMEs.

A particular status of the English language as the language of international communication and connections between the nearly related English and German languages resulted in the emergence of many interlingual borrowings in the Modern English and German language vocabularies. The paper aims to consider the functioning of borrowings (loanwords) in the English and German languages. To reach the aim of the research and to carry out the tasks assigned, the following methods were used: a descriptive method, the method of correlation, componential analysis and, comparative semantic analysis. The paper focuses on linguistic and extralinguistic factors of the German and English interaction. Special attention is paid to clarifying the notion of borrowing in modern linguistic science. The word-formative calques and half-calques (hybrids), which differ from ordinary lexical borrowings by using partially borrowed lexical material, are identified in addition to direct lexical borrowings in the language subsystem under study. The paper demonstrates the significant influence of English borrowings on the structural-semantic qualities of German words, on various semantic changes, as well as on the participation of loanwords in the lexico-semantic variation: synonymy, polysemy, homonymy, and antonymy. The results of the research can also be used in the teaching and learning of both languages, in the course of lexicology or linguistics.

Minerals and metals are part of everyday existence, including in the air people breathe. They are either in, or have a hand in creating, nearly all of consumer products. As essential as they are, minerals and metals are too often unseen, unappreciated, and unnoticed. In the teaching of preservice primary and secondary teachers as well as high school students, the authors have found that while students might understand the relationship between burning coal and air pollution and may have learned about gold and diamond mining in history courses, they have little understanding about the extraction of minerals and metals that fuel their lives. The authors believe that lessons framed around the motivations, harms, and consequences of mining, in particular metals and minerals, are critical in fostering a heightened attunement to the precarious state of the environment and the role product consumption plays in its ongoing deterioration. Upon completion of the lessons in this article, students will have a heightened awareness of the role mining and minerals play in the creation of everyday objects and will begin to theorize possible alternative framings to renewable energy.

This paper discusses the significance of model-based teaching on the topic of ionic and metallic bonding in Year 12 Chemistry in a New Zealand secondary school. Based on the conceptualization of the sub-macro level understanding of the bonding structure and properties of ionic and metallic compounds, models and drawings were used as an effective visual aid tool to support students' learning. Based on performances during four sequential classes and the results obtained from a pre-test and post-test, a vast improvement was seen in students' understanding of the concepts of ionic and metallic bonding. The results in the post-test also show that the concept of ionic bonding was easier to grasp compared to metallic bonding. This is attributed to the misconceptions developed by the students while learning metallic bonding without the use of visual strategies. This paper argues that teaching Chemistry concepts, such as metallic and ionic bonding, without the use of visual strategies results in students' inability to clearly grasp the topic. The research demonstrates that models and drawings have many advantages while teaching such abstract concepts in Year 12 Chemistry. The students in this research were non-native speakers of English, therefore, this may have further impacted upon their inability to grasp the concepts when taught without concrete visual strategies.

This study centered on the views of the professionals about the non-technical skills considered crucial as recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. It will also examine the possibility of integrating these skills into the curriculum. The study made use of the survey research design. One research question guided the study. The population for the study comprised metalwork technology professionals in Ogun State, Southwestern Nigeria. A 36-item questionnaire was the instrument used for data collection. The instrument was validated by experts from the University of Lagos (UNILAG). The reliability of the instrument was determined using Cronbach Alpha and the reliability index which stood at 0.79. The data collected were analysed using mean statistic and standard deviation. The study revealed that professionals placed great importance on communication skills, problem-solving skills, teamwork skills and self-management qualities among others, as important recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. The study concludes with the suggestions that non-technical skills should be integrated into the curriculum particularly in the field of metalwork technology in technical colleges. Students should be familiar with the employers' recruitment criteria while they are still in schools in order to equip them with the necessary skills needed for employment.

In the current day and age, innovation is the fodder that keeps companies and institutions running, and universities play an important role. During the crisis and in the post-crisis period, financial support for research and development have undergone significant changes especially at universities. The aim of this research is to conduct a patent focus analysis of the public and state universities in the Czech Republic and to analyze the development in patenting focus structure and to identify perspective and suitable research area. Hierarchical clustering was chosen for its clustering overview clarity and due to the relatively small sample size. Ward's method was chosen as the clustering algorithm with squared Euclidean distance as the system of measurement. Each cluster was characterized by five dominant IPC subsections to describe the patent focus. The patent focus segmentation of 115 public and state universities identified five main groups: medical/pharmacological, material, organic, construction and mixed measuring and material processing. Universities today are centers of knowledge. In addition, they support the innovation that spurs economic activity in a society. Universities have the potential to spur industrial activity with innovation and then pass information on to private firms.

Work in industrial contexts is confronted with various risks, which are further amplified by the trend toward Industry 4.0. Approaches are needed to examine safety communication (SC) in such changing environments. Existing studies focus on individual SC means and quantitative evaluation measures. This article proposes a qualitative approach for analyzing SC with which a process chain in a metal-working company is investigated. The results reveal that SC is implemented as a complex system of communicative means. Weaknesses in this system entail several problems at the level of both workplaces and process chains. Due to a lack of digitalization, SC does not meet the requirements of Industry 4.0. Several task areas for communication professionals are identified in optimizing SC. These include content preparation for existing SC means according to work contexts and related tasks, creating digital SC content, and increasing the companies' resilience to novel risks.

Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers' use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these.

This paper explores the potential opportunities to enhance the entrepreneurial and intrapreneurial attributes of graduates in the Metallurgy and Materials Engineering curricula at two universities in Zimbabwe and South Africa. Due to the diminishing geographical constraints between Zimbabwe and South Africa, and the strong juxtaposition between the two economies, this paper adopts a simplified comparative education methodology to benchmark education best practices between these two countries. While the reviewed curricula in their present form may be providing learners with opportunities for disciplinary problem solving and inquiry-based learning, this paper proposes a body-centred cubic (bcc) model to integrate a new dimension of entrepreneurial and intrapreneurial education into the teaching and learning space. Based on the 3D bcc lattice with six planes, where the first five planes represent the current curricula, pedagogy practices and desired attributes, the sixth plane is taken to represent the additional dimensions of the desired entrepreneurial and intrapreneurial attributes.

Iron is needed for normal development in adolescence. Exposure to individual environmental metals (e.g., lead) has been associated with altered iron status in adolescence, but little is known about the cumulative associations of multiple metals with Fe status. We used data from the 2017-2018 National Health and Nutrition Examination Survey (NHANES) to examine associations between a metal mixture (lead, manganese, cadmium, selenium) and iron status in 588 U.S. adolescents (12-17 years). We estimated cumulative and interactive associations of the metal mixture with five iron status metrics using Bayesian Kernel Machine Regression (BKMR). Higher concentrations of manganese and cadmium were associated with lower log-transformed ferritin concentrations. Interactions were observed between manganese, cadmium, and lead for ferritin and the transferrin receptor, where iron status tended to be worse at higher concentrations of all metals. These results may reflect competition between environmental metals and iron for cellular uptake. Mixed metal exposures may alter normal iron function, which has implications for adolescent development.

As part of COVID-19 preparedness, a student-developed, Android-based app was used as a pre-laboratory learning aid for a molecular modeling laboratory in a first-year general chemistry course. A worksheet activity with trigger codes and questions related to spatial features of transition metal complexes was designed. Using the Transition Metal Visualization (TMVis) app, learners activated augmented reality models on their mobile phones. Actual models were then constructed in class. Mean stereochemistry post-laboratory grades increased with stronger worksheet grades, though differences between worksheet grades for app and non-app users were not significant. Feedback revealed that approximately 60% of respondents preferred the physical modeling kit, citing ease of visualization and hands-on interactivity as its key strengths. Improvements for future work were proposed in light of the results and limitations.

We describe a guided-inquiry laboratory experiment for instrumental analysis in which our students test an improved protocol for the recycling of silver chloride to produce nontoxic waste. Students are provided with samples of silver chloride that they created as waste products in a previous lab experiment and tasked with performing a stepwise reduction of silver ions with copper metal, and then of copper ions with iron metal. Along the way, the students select appropriate analytical methods to determine the concentrations of various metal ions present and use their results to evaluate the efficiency of the metal recycling protocol. The stepwise reduction method reliably recovers silver and copper metals in high yields, making it a practical method for silver chloride waste management. This experiment served to assess students' lab skills and scientific writing while providing them with opportunities to reflect on the importance of sustainable lab practices.

Due to the COVID-19 pandemic, many universities have switched to online learning platforms, which inhibits engineering students from completing formative hands-on experiments. To address this, we developed at-home experiments for an undergraduate biomaterials course. These inquiry-based learning experiments were well received by students and resulted in positive learning gains by pre/post-test assessment. These results motivate the use of similar experiments to remotely teach engineering concepts to wider audiences during the COVID-19 pandemic and beyond.

Biochemistry primarily focuses on the non-metal chemical elements carbon, oxygen, nitrogen, hydrogen, sulfur, and phosphorus in the four groups of building blocks (sugars, lipids, amino acids, and nucleotides) and the corresponding macromolecules. However, at least 10 essential chemical elements of life are metals. This article discusses the consequences of such a bias, presents current knowledge that over 20 chemical elements are required for life, and makes a case for--and suggests benefits of--teaching "elemental biology" alongside molecular biology and biochemistry, and inorganic chemistry in addition to organic chemistry. A relatively new interdisciplinary field, metallomics, has the potential to be a platform for integration when added to glycomics, lipidomics, proteomics, and genomics. It would fill a major gap in contemporary education, be relevant for many areas of science, and facilitate the teaching of important principles of chemistry in the biological sciences, thus helping students to gain a broader understanding of life processes from the molecular to the systemic biology level.

This is an easy and cheap experiment where chemistry Masters students can evaluate the role of some metal ions (i.e., Cu[superscript II] and Mn[superscript II]) in dopamine oxidation, related to Parkinsonism. The required prior knowledge is being familiar with the basis of UV-vis spectroscopy. Details of the activity, including procedure and experimental data, are provided.

This paper describes an inquiry-based integrated laboratory project for green synthesis, characterization, and applications of silver and gold nanoparticles. In this project, students were able to choose their choice of plant extract as reducing and stabilizing agents, and the students also designed their own experiments. This course gave the students experience conducting research in the fields of analytical chemistry or materials science, which also helped develop their abilities in critical and creative thinking, problem-solving, and laboratory skills.

Despite tremendous efforts by instructors and textbook authors, students find it difficult to develop useful chemical intuitions about structures and key properties of the important d-block organometallic species that have a d[superscript 6], d[superscript 8], or d[superscript 10] d-electron count. A full molecular orbital analysis is not always practical, and crystal field theory, while generally useful, is too limited here. It would be helpful to give students of organometallic chemistry an additional toolkit for understanding highly covalent d-block compounds. Hybridization arguments involving s and d orbitals (such as sd/sd[superscript 2] hybridization for d[superscript 8]/d[superscript 6] systems) provide useful insight, as is known from the research literature but rarely taught in undergraduate courses. This article makes descriptions of bonding that are based on s,d-hybridized orbitals more accessible, targeted toward undergraduate teaching. Geometries of unusual low-coordinate structures can be predicted. An in-depth physical explanation for the "trans" influence is provided. A clear explanation is given for the higher stability of the "cis" isomers versus the "trans" isomers in square-planar d[superscript 8] complexes MR[subscript 2]L[subscript 2] (R = alkyl/aryl, L = relatively weakly bonded neutral ligand) and for the "fac" versus "mer" isomers in octahedral d6 complexes MR[subscript 3]L[subscript 3]. Relevant to catalysis, it is explained why strongly donating ligands do not always facilitate oxidative addition and why 12-electron and 14-electron Pd(0) species are thermodynamically much more accessible than expected. The method capitalizes on first year knowledge, namely, the ability to write Lewis structures and to use hybridization arguments. It ties into the upper-year experience, including graduate school, where covalent d-block complexes may be encountered in research and where hybridization schemes will naturally emerge from using the natural bond orbital (NBO) formalism. It is discussed where the method might fit into the inorganic curriculum.

While agricultural mechanics, which includes metal fabrication, continues to be popular among school-based agricultural education (SBAE) students (Hubert & Leising, 2000), the number of required courses in agricultural mechanics for teaching certification in agricultural education is relatively low (Blackburn, Robinson, & Field, 2015). Despite the minimal required coursework, Saucier and McKim (2010) argued that all SBAE teachers who instruct agricultural mechanics should be technically competent. To ensure preservice teachers are technically prepared to enter the profession, this study, guided by the model for teacher preparation (Whittington, 2005), sought to determine the essential metal fabrication knowledge and skills which beginning SBAE teachers should possess prior to beginning a career in agricultural education. Results from this study identified eight essential knowledge and skill areas categorized into four categories, metal fabrication equipment, metal fabrication production, student assessment, and laboratory management. Preservice teacher programs should be evaluated to determine if they are effectively preparing teachers in the curriculum area of metal fabrication. Teacher educators and professional development staff should plan professional education programs for in-service teachers in this agricultural mechanics area.

In contrast to a macroscopic solid, the color and spectroscopic properties of gold nanoparticles change with size. Here, we propose a teaching platform for high school students (hereafter defined as students, attending secondary school in Europe, preparatory high schools in the US, or any educational institution of a comparable level) that explains the relationship between the perceived color of colloidal solutions and their physicochemical properties. For this aim, an open-source code, based on Mie theory and colorimetry, was developed to link the perceived colors to the plasmonic effects. Moreover, a set of such nanoparticles, varied in diameter, was created to support the theoretical description. The employed seed-mediated synthesis approach provides sufficient spherical roundness that is crucial for color matching. The proposed teaching platform is available online and can be linked to an outreach activity or practical laboratory course. Furthermore, we illustrate the linkage of nanoscience concepts to real-world examples (e.g., stained church glass), which can be used for promoting the potential of nanotechnology in other fields, including electronics, optics, and biomedicine adding to the interdisciplinarity of the teaching platform.

A study of transition metals includes studying the physical and chemical properties of first-row d block metals in the Periodic Table. The curriculum on transition metals emphasizes learning the physical and chemical properties and is a lecture-based strategy that is predominately employed by teachers to transfer the knowledge on properties of the metals. As the teacher-centred strategy is unable to promote conceptual change, students frequently retain incorrect alternative conceptions about the metals. Literature indicates that multiple modes of representation embedded within the writing to learn activity facilitated learning and improved understanding of several scientific concepts. Literature also indicates that using a digital platform to create the writing encourages embedding of multiple modes. Modes such as diagrams, chemical equations, graphs, chemical formulae, and tables are often employed to illustrate the properties of transition metals. Hence, in this study, an attempt was made to encourage embedding modes commonly associated with transition metals into a writing-to-learn activity using the 'Popplet' application communicating the information on the properties of metals to their peers. The study explored the effect of embedding multiple modes of representation within a writing-to-learn activity using 'Popplet' in reducing the alternative conceptions on transition metals. For this purpose, 81 pre-university students responded to a diagnostic test administered as a pre-test before the writing-to-learn activity and post-test after the activity. From the pre-test, the alternative conceptions held by the students were identified. The post-test results showed a smaller number of students with the alternative conceptions identified in the pre-test. The paired sample t-test shows that the difference between the pre and post-test means is significant. The qualitative interview responses provided insights into how embedding the modes within the writing activity using 'Popplet' reduces the alternative conceptions. The findings of the study inform the teachers of an alternative student-centred approach to teaching the lessons on transition metals. This study introduces multiple modes of representation embedded within a writing-to-learn activity using 'Popplet' as an approach that promotes conceptual change.

Trace metals when present in crude oil or fuels are of economic significance in refining and to the combustion engines that use them. Herein, we develop a laboratory activity that trains students on how to analyze crude oil samples for ash and trace metal content while giving them the opportunity to acquire skills needed as a quality control analyst in the industry. Students were divided into three groups and were trained on sample preparation, standard preparation, and quantificational and operational use of the flame atomic absorption spectrophotometer. Each group after preparing their samples quantified the concentration of Pb, Cu, Ni, Zn, and Mn in crude oil samples. The discussion over the results enabled the students to draw inferences on the sampling methods, and ways to improve precision and accuracy in instrumental analysis.

The contamination of wastewater with metals and the use of biotechnologies to remove them is commonly discussed in theoretical biology, microbiology and biotechnology classes aimed at undergraduate students. This work introduces an easy, economical and safe practical laboratory class related to this topic. The practice consists in performing batch assays to remove Al(III) from aqueous solutions by using non-viable bacterial biomass trapped in agar-agar beads. Students prepare these beads and analyse Al(III) adsorption on the basis of: pH, time of contact, and Al(III) concentration. Free Al(III) is quantified spectrophotometrically through a simple colorimetric method. The data obtained are used to calculate and graphically represent the amount of metal adsorbed to the beads. Finally, students analyse and discuss the results to determine the optimal adsorption conditions. Moreover, since Al(III) becomes much more attached to beads with trapped biomass than to beads without microorganisms, the class serves to demonstrate one of the advantages of using immobilised microbial cells in adsorption processes. This class was satisfactorily implemented in an upper-level course for undergraduate students of biological sciences. They were able to properly execute all the experiments and calculations proposed and to become acquainted with useful experimental design to remove a metal.

This study compares students' explanations of the oxidation-reduction reaction between silver nitrate and copper metal after viewing a chemical demonstration and one of four different particulate-level computer animations. The animations differed in the way the ionic charges were depicted (shown or omitted) and the way the transferred electrons were depicted (as discrete ''e'' particles or as fuzzy electron ''halos'' around the metal atoms). Students viewing animations explicitly showing the ion charges were better at determining the number of electrons gained by each silver ion and lost by each copper atom and wrote more correct balanced chemical equations for the reaction than students viewing animations with charges omitted. Compared to students who viewed animations depicting the transferred electrons as halos around the metal atoms, students viewing animations depicting transferred electrons as discrete particles provided better explanations for the number of electrons gained by the silver ions and lost by the copper atoms and the relative sizes of the silver/copper atoms and their respective cations. Based on comments from student interviews, it appears that several students did not know the proper charges of the silver, copper(II), and nitrate ions and that animations showing ionic charges provided students with relevant visual information they could use to improve their pictorial models of the reaction, which led to improved student-generated balanced equations for this reaction. Student interview comments also suggested that animations depicting the transferred electrons as discrete particles provided more relevant visual images (the number of electrons being transferred between silver ions and copper atoms and the relative sizes of the metal atoms and their cations) that were not provided by animations depicting the transferred electrons as halos, and this led students to construct more accurate pictorial models of the oxidation-reduction reaction. The results of this study and previous research by our group suggest that, although showing or omitting water molecules in animations depicting simple oxidation-reduction reactions had little effect on students explanations of the oxidation-reduction process, showing ion charges and depicting transferred electrons as particles (instead of halos) led to significant improvement of students' explanations of the oxidation-- reduction process.

After World War II there was a push to reinvigorate the economies and industries of Western Europe, and to find methods to avoid the outbreak of more wars in the region. As a result, the European Coal and Steel Community (ECSC) was founded in 1952 (European Coal and Steel Community, 2016) an important step towards the full European Union (EU), led by the French bureaucrat and diplomat Jean Monnet (Jean Monnet, 2016). On the initiative of the officials of the ESCS, the European Schools (ES) system was established in Luxembourg in 1953 as a means of providing their children with an education in their mother tongue and with a similar curriculum to their home countries (Savvides, 2006b), leading to a European Baccalaureate which was recognized by all of the member states. Since that time, a total of 14 ES have been established in 7 different countries, financed and administered by the EU, and since 2005, a further 11 Accredited European Schools have been established which offer the same curricula and accreditation, but who are administered by the host nation (Schola Europea, n.d. a)

School pupils often perceive STEM subjects to be challenging; thus, in this project, an interactive, nationwide STEM investigation was designed to stimulate their interest. The "Soils in Scottish Schools" project provided teachers with a flexible package of resources to allow them to enhance the profile and understanding of soil science of their pupils. This package included presentations, experimental procedures, activities, and monthly newsletters which could be adapted to the particular learning environment of their pupils. In the focal point of the project, teachers were supported to encourage their pupils to collect samples from their school ground which were then analyzed for copper, lead, and zinc levels. This year-long project also afforded teachers with the opportunity to develop the pupils' investigative skills through engagement with experiments in their own classrooms where they could engage with real data.

We describe a paper-based microfluidic device for iron(III) assay in an applied instrumental analysis laboratory. Simple and convenient devices were fabricated by the students using patterning of filter paper to investigate three different procedures: drawing a boundary with eyeliner or wax pen; drawing a boundary with waterproof permanent marker pen; or drawing no boundary. These test papers were used for the analysis of iron(III) in water samples by smartphone-based colorimetric detection with thiocyanate. Additionally, the interference effect of other metal cations was done to further demonstrate practical utility. The results for field sample detection using this microdevice were satisfactory and show promise for use in other applications.

The article deals with the results of investigation of the process of catalytical photocyclization of aniline and aniline hydrochloride with a-olefins (hexene-1, heptene-1 and octene-1). The following compounds of d- and f-metals are tested as probable catalysts: CuSO4•5H2O, EuCl3•6H2O, PrCl3•6H2O, TbCl3•6H2O, La2O3, MnO2, NiSO4•6H2O, NiCl2•6H2O, Ni(NO3)2•6H2O, [Ni(NH3)4]Cl2 and [(C6H5)3P]2NiCl2. Catalytic effect in the reaction of photocyclization is only detected for nickel compounds. The products of catalytical photocyclization are 2-alkylquinolines. Maximum output is observed for 2- propylquinoline and is equal to 45% at conversion of aniline of 57%. Photosynthesis of quinolinic bases proceeds under the influence of UV-radiation at room temperature. Catalytical activity of nickel ions in a series of investigated compounds marginally depends on ligand environment. The influence of solvents' nature on the efficiency of catalytical photocyclization is detected. The output of the target product decreased in the following series: EtOH ? DMSO ? DMFA ? Toluol ? Hexane ? solventless system. Catalytical photocyclization of hydrochloride aniline with a-olefine in water environment relates to ecologically friendly way of 2-alkylquinolines synthesis.

The aim of the research is the study of the chemical and phase composition of enrichment wastes of manganiferous ore in Ushkatyn-III deposit and the synthesis of new materials by mechanochemical activation and subsequent heat treatment of the mechanical activation products. The use of XFA, infrared spectroscopy and electron probe microanalysis showed that the main phase is spar CaCO3 (65% wt). A number of silicophosphate materials were obtained based on these wastes by mechanochemical method in the two-phase system "enrichment wastes--phosphoric acid" with subsequent heat treatment of the mechanical activation products. In addition, it is shown that their solubility has an extreme character depending on the annealing temperature with a minimum at 600°C. These products can be used as fertilizer materials of prolonged action, as well as metal corrosion inhibitors for water environments.

In recent years, the new environmental problem are arising due to industrial hazard wastage, global climate change, ground water contamination and etc., gives an attention to protect environment.one of the major source of contamination of ground water is improper discharge of industrial effluents these effluents contains so many heavy metals which are cause more effects the human life. The present study about contamination of ground water due to trace metals in and around the Vijayawada. 60 samples are collected industrial area around the Vijayawada. The study area divided into five zones depending on the nature of industries are present in the study area .The following trace metals are analyzed Al, As, Cd, Cr, Cu, Fe, Pb, Mn, Hg, Ni, Se, and Zn were analyzed in all the sample. In some ground water sample are found to be more concentration of metals are exceeds maximum limits values of WHO, ISI standards. The result gives important information of ground water quality.

The relevancy of the issue under study stems from the contradiction between the need for a modern interpretation of the activities of mining and metallurgical schools, which had played a prominent role in the institutionalization of the vocational education environment as well as from moral "obsolescence" of research work results in this field. The goal of the article is the development of environmental indices of mining and metallurgical education of the Urals. The principal concept of research of this problem is the system approach, which allows considering the main peculiarities of the educational environment at mining and metallurgical schools of the Urals comprehensively. This article includes structurally significant characteristics of the educational environment at mining and metallurgical schools of the Urals. The contents of the article may be used for the purpose of modeling, designing and construction of an educational establishment (system) meeting the demands of the new communicational reality within the system of relations between education, industry, and social environment.

The problem of ore-processing plants' waste and man-made mineral formations (MMF) disposal is very important for the Republic of Kazakhstan. The research of various ore types (gold, polymetallic, iron-bearing) MMF from a number of Kazakhstan's deposits using a complex physical and chemical methods showed, that the waste's main components are silicate and aluminosilicate compounds that can be used to produce adsorbents for fine purification of industrial and natural waters from heavy metals. According to the research, the only MMF of gold and polymetallic ores are environmentally safe for this purpose. Based on the samples, selected with thermal and acid methods, using phosphoric extraction acid, was synthesized a set of silicophosphate products. It was found, that under the optimum conditions, allowing to obtain insoluble porous products with high sorption activity, high the about 10-11% of final product have the mechanical strength and a heat treatment temperature of 400°C. It is shown, that the dynamic adsorption capacity of synthesized silicophosphate sorbents to copper cations is 1,85 - 2,5 mg = Cu[superscript 2+]/g. This allows conditioning of water for domestic and drinking purposes, cleaning waste water of heavy metal cations from enterprises, reduce the MMF deposits, or use the latter for the concentration of heavy metals to the level of economically viable industrial processing in the future.

3D printing (additive manufacturing) is an emerging technology with the ability to make complex, free-form shapes from materials including plastics, metals and ceramics. While additive manufacturing has many advantages over more traditional processes, it can be difficult to control, which can then lead to defects in the finished part. Closed-loop control is a key part of most modern manufacturing and household processes, improving efficiency and reducing variation. Machine learning is an extension of this, where the controller learns how changes in the input variables affect the output. Here we provide an overview of the different types of metal additive manufacturing processes, and their relative strengths and weaknesses. We also describe how closed-loop control and thermal cameras are being used to improve these processes. Finally, we provide a link to a free-to-download app which allows students to control their own simulation of an additive manufacturing build, and see first-hand the need for control algorithms. Pseudo-code is provided in an appendix to help students who wish to take this further by building their own control algorithms.

Described is the creation, deployment, and evaluation of a video produced about the synthesis and applications of metal-organic frameworks (MOFs). The goal of this project was to gauge the impact of viewing the video on high school students' conceptions of authentic chemistry practices and applications. Additionally, comparisons were made between the use of the video and more traditional face-to-face presentations given by professional scientists. Observations, student surveys, and an interview with the high school chemistry teacher demonstrated the utility of such a video. Specifically, the students who viewed the video reported learning more about the nature of laboratory work in chemistry than other students who did not view the video. Students, regardless of whether they viewed the video or just received a presentation, reported growth in understandings of the applications of chemistry research and porous nanomaterial. Other research chemists are encouraged to consider ways that they could document on video the research that they are performing in order to introduce an untapped audience (high school students) to authentic chemistry research in a practically simple manner. During times of crisis, such as a pandemic, online videos could be a useful tool for high school chemistry teachers to use in collaboration with research faculty, particularly when schools are closed.

Communicating the flow of genetic information (DNA ? RNA ? protein) is not only a basis of biochemical education, but also is the essential foundation for understanding the complexity of biological processes. The described laboratory exercise demonstrates that the information encoded into different DNA sequences can be transformed into various silver nanoclusters (AgNCs) with unique fluorescence profiles. Analogous to the natural conversion of inert DNA into functional biological molecules, here the DNA's length and secondary structure can define the fluorescent properties of templated AgNCs. These simple and affordable experiments can be carried out in a standard teaching laboratory and the fluorescent samples can be readily visualized under UV light. This work becomes especially useful for emphasizing to a broad audience of K-12, undergraduate, and graduate students how DNA sequences can specifically encode diverse functional outputs.

The ability to perform air-free chemistry and catalytic reactions on an NMR tube scale are valuable skills in chemistry and not often included in undergraduate chemistry curriculum. This laboratory experiment provides students experience in synthesizing the metal complex, Ni(dcpe)(CH[subscript 3]CN)[subscript 2](BF[subscript 4])[subscript 2] (dcpe = 1,2-bis(dicyclohexylphosphino)ethane), inside an inert atmosphere glovebox, performing a catalytic alcohol oxidation reaction on a microscale, and monitoring the reaction progress by [superscript 1]H NMR spectroscopy. This activity has been employed in the Advanced Inorganic Chemistry course at Wabash College for three years. The reactions have proven to be reliable, and the students have gained valuable experience using advanced techniques common in inorganic chemistry research laboratories.

We report on a simple, rapid, and room-temperature undergraduate-level experiment for gold nanoparticle synthesis, analysis, and utilization as a catalyst for the sodium-borohydride-assisted reduction of methylene blue and Congo red dyes. Typical procedures toward gold nanoparticle formation require an elaborate, lengthy synthesis (some requiring 1 h for completion of nanoparticle formation and ripening), whereas faster methods frequently yield inhomogeneous or catalytically inferior gold nanoparticles. This situation limits the usefulness of gold nanoparticles as rudimentary nanochemistry teaching tools in time-restricted undergraduate laboratories. The rapid gold nanoparticle synthesis presented herein utilizes ascorbic acid or sodium borohydride as dual reducing/capping agents to produce catalytically active gold nanoparticles at the "speed of mixing" under ambient conditions, allowing preparation and characterization to be performed within a single laboratory period. Furthermore, whereas most gold nanoparticle syntheses require rigorously cleaned glassware to avoid contamination and irreproducibility, the devised undergraduate experiment reported here alleviates this burden by employing disposable reaction vessels. Thus, this undergraduate-level laboratory experiment is designed to provide a meaningful introduction to metal nanoparticle synthesis and application while simultaneously being accommodated by a typical 2-4 h laboratory period, providing much-needed teaching assistance in the growing field of nanomaterials education.

Inductively coupled plasma optical emission spectroscopy (ICP-OES) is one of the most commonly used analytical techniques for the measurement of metals in environmental matrices. However, one of the drawbacks of ICP-OES is interference, viz., spectral and nonspectral (due to transport effects) interference. In this simple laboratory experiment, spectral interference during ICP-OES analysis of soil samples was investigated. The role of Fe as an interferent was highlighted upon consideration of the analysis of Co. Students digested serpentine soil samples with acid and quantified the Co using several different emission lines. Since Fe is present at levels several orders of magnitude higher than that of Co, spectral interference occurs at 236.380 nm and at 238.892 nm for the analysis of Co. Using the data and spectral emission plots, students selected the appropriate wavelength for quantification and identified specific interference sources. The learning goals include preparing samples successfully , understanding the criteria to select wavelengths for ICP-OES analysis, and the calculating the metal concentration. The experiment is suitable for senior undergraduate and early postgraduate students in analytical and environmental chemistry courses.

A laboratory activity is described for senior high school or first year undergraduate level students that illustrates key concepts linked to extractive metallurgy. This experiment demonstrates preferential binding of a methoxyphenolic oxime ligand to Cu[superscript 2+] in the presence of other transition metal ions in aqueous solution. The students are tasked to investigate the importance of the spatial relationship between the oxime and phenol group of two potential ligands by performing a series of short and simple tests. The objective is achieved by identifying which methoxyphenolic oxime ligand selectively and rapidly forms an isolable precipitate with Cu[superscript 2+] ions. Only one of the potential ligands exhibits a clear preference for binding to Cu[superscript 2+], and this can easily be identified visually (and confirmed by UV-visible spectroscopy if desired). The experiment has successfully been employed as part of an extracurricular laboratory course involving groups of 25-30 high school students.

Nanoparticle Zn[subscript 2x] Cu[subscript 1-x] In[subscript 1-x] S[subscript 2] is a promising and safer alternative to lead- and cadmium-containing quantum dots. Students prepare Zn[subscript 0.44] Cu[subscript 0.78] In[subscript 0.78] S[subscript 2] quantum dots in a one-pot synthesis without an inert atmosphere and investigate how the color, visible absorption band edge, and photoluminescence peak wavelength depend on the size of the particle. Octadecene is used as a noncoordinating solvent with a high boiling point. Oleic acid and stearic acid are used as ligands to dissolve the metal salts in the solvent at 150°C. Dodecanethiolate coordinates to the metal ion, and above 200°C, the metal thiolate decomposes to produce metal sulfide nanoparticles, coated in dodecanethiolate. Samples are withdrawn from the hot solution and quenched at room temperature to produce a series of increasing nanoparticle sizes with the same chemical composition.

The manufacture of metal alloys is ubiquitous, yet infrequently discussed in high school coursework as concepts related to them are often too complex or abstract for beginning science students. However, earlier introduction to metallurgy in classroom settings could promote interest in practical applications of chemistry, physics, and geology due to the demonstrable significance of materials in daily use. Elemental metals with low melting points such as bismuth, zinc and tin are melted down, mixed at various percent compositions, and allowed to solidify. The solidified composites are then broken open to examine resulting internal structures. Changes in physical properties of new compositions are observed, analyzed, and discussed. Experimental results are the basis for a multi-tiered laboratory experiment for high school chemistry or geoscience courses. From introductory, inquiry-based techniques in chemistry to more advanced concepts in petrology, each lab can be tuned to cover a wide spectrum of multi-dimensional science applications.

Recently, researchers have paid extensive attention to colorimetric/fluorimetric probe development and its applications in biological and industrial samples. The actual development of such probe molecules, however, often requires an iterative process to achieve certain goals such as selectivity and sensitivity toward a target analyte. In spite of growing interest in the development of practical molecular probes, there has not been much effort to implement the synthesis of detector molecules and the examination of their structure-reactivity relationship in undergraduate laboratories. A straightforward synthesis of copper probe molecules, which are systematically varied with aromatic substituents, is described to compare the reactivity toward copper(II) ion. The comparative kinetic study can readily visualize how the number and position of aromatic substituents affect the reactivity. This experiment is appropriate to demonstrate how mechanistic understanding will provide significant insight into rational design of practical colorimetric/fluorimetric probe molecules.

This paper introduces a safe, interesting, convenient, and low-cost experiment. The products of galvanic cells and electrolytic cells are compressed into specimens that are placed on a slide to stretch the metal dendrites in one plane and ensure they are not easily destroyed by external factors. The details and growth process of the metal dendrites can be clearly observed with the naked eye and optical microscopy, which arouses interest from students and allows them to enjoy the beautiful images while obtaining a large amount of macroscopic information. By allowing the students to observe the macroscopic phenomena and the corresponding microscopic changes among the microparticles, it is possible for them to explain the morphological origins and growth rates of the metal dendrites, which deepens their understanding of the reactions that occur in galvanic and electrolytic cells.

We describe the design and manufacture of a classroom set of devices that simultaneously measures and records the resistivity of four conductive elements (superconductor, semiconductor, metal alloy, and pure metal) as a function of temperature. The unique nature of this multi-semester project was that these devices would be designed, machined and assembled, and piloted in a local high school classroom by undergraduate service learning students.

A laboratory class was developed and evaluated to illustrate the synthesis of metal nanoclusters (NCs) and to explain their photoluminescence properties for the case of silver. The described experiment employs a synthetic protocol that consists of two sequential phases in a single reaction pot: the reduction of silver ions into plasmonic silver nanoparticles (NPs) (bottom-up), followed by etching the formed silver NPs into ultrasmall atomically precise fluorescent silver NCs (top-down), Ag[subscript 29] (DHLA)[subscript 12] (DHLA: dihydrolipoic acid). UV-vis absorption and fluorescence spectroscopy were employed as a function of reaction time to confirm the development of the plasmonic character of silver NPs (reaction intermediate) and, later on, the onset of fluorescence emission of the silver NCs (final product). Collectively, this experiment was found to be simple to carry out, safe, reproducible, and cost-effective, and it achieved the intended learning outcomes. Participating students found this laboratory class suitable to be implemented into an upper-division undergraduate or graduate curriculum.

Electrocatalytic hydrogenation of acetol (IUPAC: 1-hydroxy-2-propanone), a species formed upon thermal liquefaction of biomass, can be achieved using inexpensive objects: filter paper, coins, batteries, salts, and water. This simple example demonstrates that "green" chemical transformations can be achieved with familiar items and helps students appreciate that chemistry is all around them. It also illustrates reactivity contrasts between nickel and copper as catalytic metals effecting hydrogenation. Reactions can be completed in 2 to 2.5 h and can be analyzed visually on the basis of a color change or more quantitatively with classic visible wavelength spectrophotometers that can be found in almost any high school or undergraduate institution. Reagents used in the experiment are nontoxic and can be easily disposed of safely.

This communication describes a method to detect aluminum in gastric drugs by the naked eye using a microfluidic paper-based analytical device ([mu]PAD). Aluminum ions react with chrome azurol S (CAS) and cetyltrimethylammonium bromide (CTAB) to form a colored complex, which generates a colored band on the [mu]PAD. A printed ruler can be used to measure the length of the colored band on an individual paper channel for the quantification of an aluminum ion. The [mu]PAD system was designed for use in a modern instrumental analysis course taken by students majoring in Food Quality and Safety. This analytical protocol could also be modified to be used as a demonstration or laboratory experiment in a high school chemistry course with some simplifications to the procedures.

A laboratory experiment to study the effect of soil amendments in the bioremediation of polluted soils is described. Students extracted and measured 0.01 M CaCl[subscript 2]-soluble Cd, EDTA-soluble Cd, and DTPA-soluble Cd concentrations in contaminated soils, treated with a liming material (mussel shell), and/or with an organic amendment (pine bark). The results of the laboratory experiment show that it is easy to perform and reproduce, and it gives results that can be interpreted from the point of view of bioremediation and immobilization of Cd, whereas the postlab work by the students shows that the learning objectives of the laboratory phase were met, with students being able to identify the relevance of two of the main parameters affecting metal bioavailability in soils: pH and organic matter content.