22 research outputs found
NH3(CH2)6NH3SiF6 catalyzed highly efficient synthesis of benzimidazoles, benzoxazoles, benzothiazoles, quinoxalines and pyrimidin-2-ones/thiones
Herein, we describe a simple, highly efficient and environmentally friendly protocol for the synthesis of benzimidazoles, benzoxazoles, benzothiazoles, 3,4-dihydropyrimidin-2-ones/ thiones and quinoxalines derivatives using hybrid crystal NH3(CH2)6NH3SiF6 as a catalyst. Use of recyclable catalyst, easy work-up procedure, excellent yields, short reaction times and scalability are the important practical features of the present protocol
ANALYSE DES CONNAISSANCES DES ĂLĂVES DE TROISIĂME ANNĂE DU COLLĂGE MAROCAIN EN ACTIVITĂS DE RĂSOLUTION DE PROBLĂMES DE L'ĂLECTRICITĂ (LOI D'OHM, PUISSANCE ĂLECTRIQUE, ENERGIE ĂLECTRIQUE) / KNOWLEDGE ANALYSIS OF THIRD YEAR PUPILS OF THE MOROCCAN COLLEGE IN ELECTRICITY PROBLEM SOLVING ACTIVITIES (OHM'S LAW, ELECTRIC POWER, ELECTRICAL ENERGY)
Cet article Ă©tudie les difficultĂ©s des Ă©lĂšves (15-16 ans) de six classes de troisiĂšme annĂ©e de secondaire collĂ©gial marocain en activitĂ©s de rĂ©solution de problĂšmes de lâĂ©lectricitĂ© (Loi dâOhm, puissance et Ă©nergie Ă©lectrique). Lâanalyse des productions Ă©crites des Ă©lĂšves est effectuĂ©e en termes de tĂąches rĂ©ussies, Ă©chouĂ©s et non traitĂ©s en rapport avec les connaissances que devraient mobiliser les Ă©lĂšves pour rĂ©aliser ces tĂąches. Les Ă©lĂšves ont pu rĂ©ussir davantage les tĂąches nĂ©cessitant les connaissances dĂ©claratives alors quâils Ă©prouvent des difficultĂ©s pour atteindre lâĂ©tape autonome dans le processus de production des connaissances procĂ©durales. LâĂ©tude de lâimpact de lâorganisation des tĂąches sur lâĂ©laboration des connaissances chez les Ă©lĂšves met en Ă©vidence la prĂ©valence dâune hiĂ©rarchisation des problĂšmes du simple vers le complexe.
This paper study the difficulties encountered by pupils (15-16 years) of six classes of third year of Moroccan college in solving problems of electricity (Ohm law, electrical puissance and energy). The analysis of pupilsâ written productions is carried out in terms of the successful, failed and untreated tasks in relation with declaratory or procedural knowledge mobilized by the pupils to realize these tasks. The pupils carried out with success the tasks whose realization requires the mobilization of procedural knowledge, while they encountered difficulties to reach the autonomous step in the production process of procedural knowledge. The impact study of the organization of tasks on the development of knowledge at the pupils highlights the prevalence of the hierarchsation of the problems from the simple to the complex
A study of Moroccan pupils' difficulties at second Baccalaureat year in solving chemistry problems relating to the reactivity of ethanoate ions and to copperâaluminium cells
ANALYSE EPISTEMOLOGIQUE DU THEME « EVOLUTION DES SYSTEMES CHIMIQUES » DANS LE PROGRAMME DE CHIMIE AU BACCALAUREAT MAROCAIN
Cet article dĂ©veloppe une analyse Ă©pistĂ©mologique de lâĂ©volution des systĂšmes chimiques relevant du programme de chimie au BaccalaurĂ©at au Maroc en rapport avec les notions de transformations non totales, Ă©quilibre chimique, et critĂšre dâĂ©volution spontannĂ©. Lors dâune transformation non totale, toutes les espĂšces sont encore prĂ©sentes Ă lâĂ©quilibre chimique; il nây a plus de raison simple, issue du registre empirique, pour expliquer lâarrĂȘt de ce type de transformations. En vue de chercher des explications Ă lâarrĂȘt de la transformation non totale dans lâinterprĂ©tation faite, de cette transformation, dans le registre des modĂšles, nous avons prĂ©sentĂ© et dĂ©crit les contenus du registre empirique, du registre modĂšles, et du registre thĂ©orique. LâĂ©volution dâun systĂšme chimique est abordĂ©e sous deux aspects, cinĂ©tique et thermodynamique, relevant de deux champs thĂ©oriques, et donc deux modĂšles diffĂ©rents. Lâadoption dâune approche thermodynamique consistant Ă comparer le quotient de rĂ©action du systĂšme dans un Ă©tat donnĂ© Ă la constante dâĂ©quilibre permet de prĂ©voir et expliquer le sens dâĂ©volution dâun systĂšme chimique. Cependant, lâapproche cinĂ©tique permet dâaborder le caractĂšre dynamique des Ă©tats dâĂ©quilibre chimique
MOTIVATION ET INTĂRĂT DES ĂLĂVES DE COLLĂGE MAROCAIN POUR LâAPPRENTISSAGE DES SCIENCES PHYSIQUES / MOTIVATION AND INTEREST OF MOROCCAN COLLEGE STUDENTS FOR THE LEARNING OF PHYSICAL SCIENCES
Lâobjectif de cet article est dâĂ©tudier de maniĂšre exploratoire certains facteurs motivationnels pouvant susciter lâintĂ©rĂȘt des Ă©lĂšves de secondaire collĂ©gial (15-16 ans) pour l'apprentissage des sciences physiques. La mĂ©thodologie adoptĂ©e consiste Ă administrer aux enseignants et Ă©lĂšves deux questionnaires, et analyser les rĂ©ponses recueillies. Les rĂ©sultats obtenus montrent quâaussi bien les Ă©lĂšves que les enseignants sâaccordent sur lâexistence dâun dĂ©sintĂ©rĂȘt pour les sciences physiques, et sur la participation faible et timide des Ă©lĂšves dans la rĂ©alisation des activitĂ©s expĂ©rimentales. Cependant les Ă©lĂšves et les enseignants ont deux visions antagonistes sur la difficultĂ© des sciences physiques ; les enseignants considĂšrent ces sciences difficiles pour les Ă©lĂšves, alors que ceux-ci ne sont pas tout Ă fait dâaccord avec leurs enseignants sur ce point. Aussi, les Ă©lĂšves prĂ©fĂšrent le travail du groupe qui nâest plus encouragĂ© par la plus part des enseignants.The purpose of this article is to explore some motivational factors that may entrain the interest of to collegial school pupils (15-16 years old) for learning the physical sciences. The methodology consists in administering to teachers and pupils two questionnaires, and analyzing the answers collected. The results show that both pupils and teachers agree on the lack of interest in the physical sciences, and on the weak and timid participation of pupils in the performance of experimental activities. However, pupils and teachers have two opposing views on the difficulty of the physical sciences; teachers consider these sciences difficult for pupils, while pupils do not completely agree with their teachers on this point. Also, pupils prefer working in group, which is no longer encouraged by most teachers. Article visualizations
IMPACT DES APPLICATIONS ĂDUCATIVES SUR L'APPRENANT DANS LâAPPRENTISSAGE MOBILE: CAS DE LâAPPLICATION DE SOUTIEN PC2AC / IMPACT OF EDUCATIONAL APPLICATIONS ON THE LEARNER IN MOBILE LEARNING: CASE OF PC2AC SUPPORT APPLICATION
Cet article vise Ă Ă©tudier lâimpact de lâapprentissage mobile sur les Ă©lĂšves marocains, particuliĂšrement en termes de soutien scolaire hors classe, oĂč le support mobile a Ă©tĂ© utilisĂ© comme outil complĂ©mentaire. Une revue de la littĂ©rature a permis dâĂ©tudier implicitement cet impact Ă travers l'Ă©tude de lâinfluence de lâapprentissage mobile sur les piliers de lâapprentissage (motivation, engagement, etc.). Nous avons conçu et dĂ©veloppĂ© deux applications mobiles visant le soutien des apprenants collĂ©giens (12-15 ans) et lycĂ©ens (15-18 ans) pour lâacquisition des sciences physiques. LâĂ©tude empirique dĂ©taille la mĂ©thodologie adoptĂ©e ainsi que les rĂ©sultats obtenus. En effet, lâexpĂ©rimentation de lâapplication PC2AC qui concerne la deuxiĂšme annĂ©e du collĂšge a permis d'Ă©tudier l'effet positif sur les acquis via des tests de connaissances disciplinaires ainsi que la positivitĂ© des attitudes des Ă©lĂšves via un court questionnaire. This article aims to study the impact of mobile learning on Moroccan pupils, particularly in terms of out-of-class tutoring, where mobile support has been used as a complementary tool. A review of the literature has implicitly studied this impact through the influence of mobile learning on the learning pillars (motivation, commitment, etc.). So, we designed and developed two mobile applications aimed at supporting middle school pupils (12-15 years old) and high school pupils (15-18 years old) for the acquisition of physical sciences. The empirical study details the methodology adopted as well as the results obtained. The experimentation of the PC2AC application, which concerns the second year of the college, made it possible to study the positive effect on the acquisition via tests of disciplinary knowledge as well as the positivity of the attitudes of the pupils via a short questionnaire. Article visualizations
ANALYSE DES COMPĂTENCES DES ĂLĂVES DE TRONC COMMUN MAROCAIN EN RĂSOLUTION DE PROBLĂMES D'ĂLECTRICITĂ (DIPĂLES ACTIF ET PASSIF) / ANALYSIS OF THE SKILLS OF MOROCCAN COMMON CURRICULUM PUPILS IN SOLVING ELECTRICITY PROBLEMS (ACTIVE AND PASSIVE DIPOLES)
Cette Ă©tude vise Ă analyser les difficultĂ©s des Ă©lĂšves (16-17 ans) de classes de Tronc commun, premiĂšre annĂ©e de secondaire qualifiant marocain, en activitĂ©s de rĂ©solution de problĂšmes en gĂ©nĂ©ral, et en Ă©lectricitĂ© en particulier. Au dĂ©but, un questionnaire est administrĂ© aux Ă©lĂšves auxquels a Ă©tĂ© soumis par la suite un problĂšme dâĂ©lectricitĂ© (DipĂŽle actif et DipĂŽle passif) pour rĂ©solution. Lâanalyse des productions Ă©crites des Ă©lĂšves est effectuĂ©e en termes de tĂąches rĂ©ussies, Ă©chouĂ©es et non traitĂ©es sous lâĂ©clairage de certaines compĂ©tences « sâapproprier », « analyser » et « rĂ©aliser » mobilisĂ©es par les Ă©lĂšves afin de rĂ©aliser ces tĂąches. Les Ă©lĂšves ont pu rĂ©ussir davantage les tĂąches requĂ©rant les compĂ©tences « sâapproprier » alors quâils Ă©prouvent certaines difficultĂ©s pour dĂ©velopper dâautres compĂ©tences, et surtout celle de « rĂ©aliser ».
The purpose of this study is to analyze the difficulties encountered generally by pupils (16-17 years) of classes of first year of Moroccan high-school in solving problems, and particularly in solving electricity problems (active and passive dipoles). The analysis of pupilsâ written productions is carried out in terms of successful, failed and untreated tasks in relation with âappropriateâ, âanalyze and âachieveâ skills mobilized by the pupils to realize these tasks. The pupils carried out with success the tasks whose realization requires the mobilization of âappropriateâ skills, while they encountered such difficulties to develop others studied skills, particularly the âachieveâ skills
APPRENTISSAGE DES ĂLĂVES DE COLLĂGE MAROCAIN DU CONCEPT DâION EN LIEN AVEC LA TRAME CONCEPTUELLE (ATOME, MOLĂCULE, ĂLECTRON, CHARGE) / LEARNING OF MOROCCAN PUPILS IN THE THIRD COLLEGE YEAR OF THE ION CONCEPT IN CONNECTION WITH THE CONCEPTUAL TRAM (ATOM, MOLECULE, ELECTRON, CHARGE)
Dans cet article, ont Ă©tĂ© analysĂ©es les difficultĂ©s des Ă©lĂšves marocains (14-16 ans) de troisiĂšme annĂ©e de secondaire collĂ©gial Ă propos de lâapprentissage du concept dâion en lien avec les notions constituant la trame conceptuelle (atome, molĂ©cule, Ă©lectron, charge). Tout dâabord, nous avons dĂ©veloppĂ© un cadre conceptuel portant sur les difficultĂ©s dâapprentissage et les conceptions alternatives quâont faites les Ă©lĂšves Ă propos des concepts chimiques en gĂ©nĂ©ral, et les concepts faisant partie de la trame conceptuelle dâions (atome, molĂ©cule, Ă©lectron, charge) en particulier. Puis, nous avons fait passer un questionnaire aux Ă©lĂšves en vue de vĂ©rifier sâils sont capables dâassocier des critĂšres symboliques et microscopiques aux espĂšces chimiques: ions, atomes, et molĂ©cules. Les difficultĂ©s quâĂ©prouvent les Ă©lĂšves Ă apprendre des concepts abstraits tels lâatome lâion, lâanion, le cation, lâion monoatomique, et lâion polyatomique, peuvent ĂȘtre dues aux conceptions alternatives, et aux applications heuristiques chez ces Ă©lĂšves Ă propos de ces concepts. Ce qui entraine chez les Ă©lĂšves des erreurs de raisonnement, que nous avons tentĂ© de les classifier selon la typologie du sens commun (Commonsense Reasoning) de Talanquer.In this article, the difficulties of Moroccan pupils (14-16 years old) of the third year of college school were analyzed in the learning of the ion concept in connection with the concepts constituting the conceptual tram (atom, molecule, electron, charge). Firstly, we have developed a conceptual framework dealing with learning difficulties and the alternative conceptions that pupils have made about chemical concepts in general, and the concepts involved in the conceptual tram of ions (atom, molecule, electron, charge). Then, we passed a questionnaire to the pupils in order to check if they are able to associate symbolic and microscopic criteria with the chemical species: ions, atoms, and molecules. The difficulties of pupils in the learning of abstract concepts such as the atom, ion, anion, cation, monatomic ion and polyatomic ion, may be due to alternative conceptions, and heuristic applications that have the pupils about these concepts. This leads to errors of reasoning at pupils, which we have tried to classify according to the commonsense typology of Talanquer.  Article visualizations
Hexane-1,6-diammonium hexafluorosilicate
The asymmetric unit of the title organicâinorganic molecular salt, C6H18N22+·SiF62â, consists of one anion and one cation together with half of each of two cations and two anions located on inversion centres. The SiF62â octahedral anions are arranged to form sheets parallel to (011), which are linked into a three-dimensional network by the organic cations through NâH...F hydrogen bonds