(S)-Alanine–(S)-2-phen­oxy­propionic acid (1/1)

In the title co-crystal, C3H7NO2·C9H10O3, the (S)-alanine mol­ecule exists in the zwitterionic form stabilized by two pairs of N+—H⋯O− hydrogen bonds and an electrostatic inter­action between the ammonium center and the carboxyl­ate anion, forming a sheet along the ab plane. The carboxyl group of the (S)-2-phen­oxy­propionic acid mol­ecule is connected to the top and bottom of the sheet via N+—H⋯O=C and O—H⋯O− [R 2 2(7) graph set] hydrogen bonds, giving an (S,S)-homochiral layer, in which both methyl groups of (S)-alanine and the phenyl rings of (S)-2-phen­oxy­propionic acid are oriented in the same direction along the b axis

Learning Context in Chemical Education Using “Water” in Chemical and Natural Events

This paper describes basic researches on learning contexts of “water” in chemical education. First, the features of “water” as teaching materials were discussed. Second, some previous efforts for the context-based learning of “water” in foreign and domestic cases were summarized. And third, two examples for the learning contexts of “water” were proposed on the basis of some lesson practices.本研究の一部は，平成25～27年度科学研究費補助金基盤研究C（課題番号：25350203，研究代表者：網本貴一）および平成25～28年度科学研究費補助金基盤研究A（課題番号：25242015，研究代表者：古賀信吉）の助成を受けて行ったものである

1,4-Bis(1,1-dimethylpropyl)-2,5-dimethoxybenzene

The title compound, C18H30O2, was prepared by Friedel-Crafts alkylation of 1,4-dimethoxybenzene with 2-methyl-2-butanol. The complete molecule is generated by the application of a crystallographic centre of inversion. The two methoxy groups are oriented in the same plane of the aromatic ring [C-C-O-C torsion angle = 9.14 (16)degrees]. While one methyl group of the tert-pentyl substituent is coplanar with the benzene ring [C-C-C-C = 0.45 (15)degrees] and lies towards the less-hindered H atom, the other methyl and ethyl groups are directed to either side of the benzene ring [C-C-C-C torsion angles = 118.78 (12) and 59.11 (14)degrees, respectively]. In the crystal, the hydrophobic molecules pack to form a brick-wall-like architecture

Shared reflection activities for fostering academic emotion and attitude skills in information studies

In this study, we sought to clarify how activities for learning the content of peers’ self-reflections and self-assessments affect the development of Japanese high-school students’ academic emotion and attitude skills during a unit of Information I , a required course that explores information technology To that end, we proposed a cycle of reflection sharing and evaluation and practiced it throughout the unit. Learners in the experimental group participated in reflection-sharing activities with peers and learners in the control group did not share their reflections with peers . Their responses to LMS delivered pre- and post-practice questionnaires were read by instructors from quantitative, qualitative, and affective perspectives A comparison of the results suggests that shared self-reflection activities can effectively increase learners’ awareness of connection s between their learning and their lives, their interests, and their own improvements and transformations

Learning Contexts in Science Education Using “Water” as a Material: Evolution of the Earth and Role of the Water

We are studying on the development of teaching/learning materials in Science. This article focuses on a contextual science learning of the Earth’s origin and the hydrological circulation from the perspective of “water”. Some storylines about the origin of water, the gravity of planet, formation of the atmosphere and seas, and the creation of life are proposed in connection with the knowledge and concepts of physics, chemistry, and biology as well as earth science. And an example of lesson practice for state transition of “water” including the interdisciplinary aspects such as thermodynamics in physics and meteorology in earth science is also presented.本研究はJSPS科研費（課題番号：JP25242015）の助成を受けたものである

Shared reflection activities for fostering academic emotion and attitude skills in information studies

In this study, we sought to clarify how activities for learning the content of peers’ self-reflections and self-assessments affect the development of Japanese high-school students’ academic emotion and attitude skills during a unit of Information I, a required course that explores information technology. To that end, we proposed a cycle of reflection, sharing, and evaluation and practiced it throughout the unit. Learners in the experimental group participated in reflection-sharing activities with peers and learners in the control group did not share their reflections with peers. Their responses to LMS delivered pre- and post- practice questionnaires were read by instructors from quantitative, qualitative, and affective perspectives. A comparison of the results suggests that shared self-reflection activities can effectively increase learners’ awareness of connections between their learning an d their lives, their interests, and their own improvements and transformations

Promotion of Secondary School Science Education Driven by Inquiry-Based Activity

This article reports fundamental researches organized for developing a novel teaching/learning system in secondary school science. A curriculum constructed by an effective integration of content-based and context-based curriculum arrangements is proposed for generating teaching/learning opportunities through various inquiry-based activities on the basis of previously acquired science knowledge and concepts. The science subjects, including physics, chemistry, biology and earth science, have different logics and methodologies of science, but those are completed by mutual interdependences. Therefore, various storylines that cover different leraning contents in science subjects can be developed. The inquiry-based activities along different storylines provide students with opportunities to correlate previous learnings in different science subjects and to experience various cognitive and scientific skills. Based on such findings of our basic researches, the merits of the science education system proposed in this study is discussed briefly.本研究は，科学研究費補助金基盤研究(A)(一般)(25242015)による

A polymorph of 2,4-dinitrophenylhydrazine

The crystal structure of a previously unreported polymorph (form II) of 2,4-dinitrophenylhydrazine (DNPH), C6H6N4O4, was determined at 90 K. The first polymorph (form I) is described in the monoclinic space group P21/c [Okabe et al. (1993). Acta Cryst. C49, 1678–1680; Wardell et al. (2006). Acta Cryst. C62, o318–320], whereas form II is in the monoclinic space group Cc. The molecular structures in forms I and II are closely similar, with the nitro groups at the 2- and 4-positions being almost coplanar with the benzene ring [dihedral angles of 3.54 (1) and 3.38 (1)°, respectively in II]. However, their packing arrangements are completely different. Form I exhibits a herringbone packing motif, whereas form II displays a coplanar chain structure. Each chain in form II is connected to adjacent chains by the intermolecular interaction between hydrazine NH2 and 2-nitro groups, forming a sheet normal to (101). The sheet is stabilized by N—H...π interactions