Visualizing Basic Nuclear Reactions

There are few instructional tools available to teach basic nuclear reactions to beginning students. The activity described in this paper can be used to help students visualize and write basic nuclear reactions such as alpha, beta, and positron decay, as well as electron capture. These reactions are represented using the technology of thermochromic paints, which either change color or turn colorless depending upon the temperature. By using a special thermochromic paint that turns colorless upon heating, students are able to visualize nuclear interactions. For instance, when positron decay occurs, the object depicting a proton will decay into a neutron by the application of heat. In order to avoid confusion, the heating instrument is referred to as a time gun. This paper includes the details of preparing and incorporating the activity into the classroom environment

Lessons learned from the implementation and assessment of student-centered methodologies

The cAcL2 approach (“concept Advancement through chemistry Lab-Lecture”) incorporates three major educational methodologies into one: a student-centered approach, the full integration of lecture and laboratory formats, and hands-on activity based-instruction. This format has been tested for cognitive and attitudinal gains in students and the results clearly point out to its benefits. Instructional materials for a one-year general chemistry sequence have been developed to facilitate its implementation in classrooms. The most important aspects of the format with tested practices are discussed while challenges and implications of findings are shared in order to assist instructors interested in implementing innovative formats of instruction such this one, the cAcL2.Peer Reviewe

One Hour of Chemical Demonstrations

This article describes a diverse set of chemistry demonstrations especially selected to encourage student interaction and to be easily transported. The demonstrations may be presented at a level that can be tailored to any audience– from very young children to high school students planning careers in science. An ideal environment is a small classroom with 20-30 students where everyone can take part in the discussion. Once the chemicals are prepared, the collection of demonstrations takes about ten minutes to set-up, and one hour (or less) to perform. Very little is needed at the visiting site, no more than a table and a pitcher of water. A single electrical outlet is useful, but not essential. In Table 2 th

Using Focus Groups in Preliminary Instrument Development: Expected and Unexpected Lessons Learned

Focus groups can be utilized effectively across various stages of instrument development. This article details selected aspects of a process in which they were employed at the initial stages of item generation and refinement in a study of occupational stereotyping. The process yielded rich contextual information about the worldview and corresponding terminology of participants. In addition, the use of a tool developed and previously employed as an approach to clinical case notes (i.e., SOAP notes), produced surprising benefits in documenting the focus group data. The purpose of this paper is to describe this process and highlight the insights that emerged. The process and outcomes have methodological implications for qualitative researchers conducting focus groups as well as for those developing new surveys, scales, and measurements

Lessons learned: the use of an augmented reality application in organic chemistry laboratories

Immersive technologies such as augmented reality (AR) have the potential to enable students to remediate invalid assumptions about molecular structure through visualizing site-specific, non-observable chemical processes. In this study, we explore how this technology-embedded instruction impacted student perceptions and experiences in a collaborative face-to-face and independent remote organic chemistry laboratory, the latter of which occurred during the COVID-19 pandemic. While we acknowledge the emotional toll of the pandemic, it afforded a unique opportunity to compare the differences in implementation when covering the same material. We used a novel AR mobile application, H NMR MoleculAR, and a complementary worksheet to support students’ understanding of proton nuclear magnetic resonance (1H NMR) spectroscopy. We gathered data using a mixed-methods pre-post survey about students’ perceptions and experiences in the remote and in-person environments. There were differences in student user experience and perceptions of NMR knowledge, with face-to-face students showing more positive rankings. Although lower than those in face-to-face environments, perceptions of the remote environment remained neutral or positive for all measures. There were no differences in the reported number of challenges faced, but there were unique challenges in the remote learning environment. Our findings illuminate the complexity of factors that must be considered when implementing novel technologies into instruction in face-to-face and remote environments. We conclude by describing concrete lessons learned and considerations for researchers and instructors leveraging augmented reality

Determinación del tamaño de garganta de poros en las arenas de la Formación Naricual, atravesadas por los pozos exploratorios Sintu- 9, Ocre- 4X y Ocre- 5, en los campos Sintu- Ocre, área norte de Monagas, Venezuela.

Starting from the obtained information of nuclei and conventional registrations, analysis petrográficos was made, Diffraction of Rays X (DRX), studies petrofísicos and special, (Electronic Microscopy of Sweeping and Capillary Pressure for Injection of Mercury). By means of the correlation of the graphics "one to one", was determined that the equation of Pittman 35 (R35), it is the one that better it is adjusted to it dates it of the nucleus SINTU - 9 and for the well OCRE - 5, the best correlation was represented by Winland 35. Later on the Type of Rock was characterized, obtaining stops the well SINTU - 9 rocks mainly mesoporosas and microporosas, on the other hand in the well OCRE - 5 the throats of pores vary between macroporosas and mesoporosas. Based on the obtained results it was determined that the good size for the particles densificantes was of 0,26 microns for the structural block of the well SINTU - 9 and a diameter of 1,21 microns for the block of the well OCRE - 5.A partir de la información obtenida de núcleos y registros convencionales, se efectuaron análisis petrográficos, Difracción de Rayos X (DRX), estudios petrofísicos y especiales, (Microscopía Electrónica de Barrido y Presión Capilar por Inyección de Mercurio). Mediante la correlación de los gráficos “uno a uno”, se determinó que la ecuación de Pittman 35 (R35), es la que mejor se ajusta a la data del núcleo SINTU- 9 y para el pozo OCRE- 5, la mejor correlación estuvo representada por Winland 35. Posteriormente se caracterizó el Tipo de Roca, obteniéndose para el pozo SINTU- 9 rocas principalmente mesoporosas y microporosas, por su parte en el pozo OCRE- 5 las gargantas de poros varían entre macroporosas y mesoporosas. En base a los resultados obtenidos se determinó que el tamaño óptimo para las partículas densificantes fue de 0,26 micrones para el bloque estructural del pozo SINTU- 9 y un diámetro de 1,21 micrones para el bloque del pozo OCRE- 5

Effects of a 10-Week In-Season Eccentric-Overload Training Program on Muscle-Injury Prevention and Performance in Junior Elite Soccer Players

Purpose: To analyze the effect of an eccentric-overload training program (ie, half-squat and leg-curl exercises using flywheel ergometers) with individualized load on muscle-injury incidence and severity and performance in junior elite soccer players. Methods: Thirty-six young players (U-17 to U-19) were recruited and assigned to an experimental (EXP) or control group (CON). The training program consisted of 1 or 2 sessions/wk (3–6 sets with 6 repetitions) during 10 wk. The outcome measured included muscle injury (incidence per 1000 h of exposure and injury severity) and performance tests (countermovement jump [CMJ], 10-m and 20-m sprint test). Results: Between-groups results showed a likely (ES: 0.94) lower number of days of absence per injury and a possible decrement of incidence per 1000 h of match play in EXP than in CON. Regarding muscle performance, a substantial better improvement (likely to very likely) was found in 20-m sprint time (ES: 0.37), 10-m flying-sprint time (ES: 0.77), and CMJ (ES: 0.79) for EXP than for CON. Within-group analysis showed an unclear effect in each variable in CON. Conversely, substantial improvements were obtained in CMJ (ES: 0.58), 20-m sprint time (ES: 0.32), 10-m flying-sprint time (ES: 0.95), and injury severity (ES: 0.59) in EXP. Furthermore, a possible decrement in total injury incidence was also reported in EXP. Conclusions: The eccentric-based program led to a reduction in muscle-injury incidence and severity and showed improvements in common soccer tasks such as jumping ability and linear-sprinting speed

Química de las bebidas autocalentables

Se muestra la termodinámica y química implicadas en el proceso de calentamiento de las bebidas comerciales conocidas como "autocalentables", así como sus implicaciones didácticas

Metoprolol blunts the time-dependent progression of infarct size.

Early metoprolol administration protects against myocardial ischemia-reperfusion injury, but its effect on infarct size progression (ischemic injury) is unknown. Eight groups of pigs (total n = 122) underwent coronary artery occlusion of varying duration (20, 25, 30, 35, 40, 45, 50, or 60 min) followed by reperfusion. In each group, pigs were randomized to i.v. metoprolol (0.75 mg/kg) or vehicle (saline) 20 min after ischemia onset. The primary outcome measure was infarct size (IS) on day7 cardiac magnetic resonance (CMR) normalized to area at risk (AAR, measured by perfusion computed tomography [CT] during ischemia). Metoprolol treatment reduced overall mortality (10% vs 26%, p = 0.03) and the incidence and number of primary ventricular fibrillations during infarct induction. In controls, IS after 20-min ischemia was ≈ 5% of the area AAR. Thereafter, IS progressed exponentially, occupying almost all the AAR after 35 min of ischemia. Metoprolol injection significantly reduced the slope of IS progression (p = 0.004 for final IS). Head-to-head comparison (metoprolol treated vs vehicle treated) showed statistically significant reductions in IS at 30, 35, 40, and 50-min reperfusion. At 60-min reperfusion, IS was 100% of AAR in both groups. Despite more prolonged ischemia, metoprolol-treated pigs reperfused at 50 min had smaller infarcts than control pigs undergoing ischemia for 40 or 45 min and similar-sized infarcts to those undergoing 35-min ischemia. Day-45 LVEF was higher in metoprolol-treated vs vehicle-treated pigs (41.6% vs 36.5%, p = 0.008). In summary, metoprolol administration early during ischemia attenuates IS progression and reduces the incidence of primary ventricular fibrillation. These data identify metoprolol as an intervention ideally suited to the treatment of STEMI patients identified early in the course of infarction and requiring long transport times before primary angioplasty.This study received funding from the Ministry of Science and Innovation (“RETOS 2019” Grant no. PID2019-107332RB-I00), from the Instituto de Salud Carlos III (ISCIII; PI16/02110) and the European Regional Development Fund (ERDF) “A way of making Europe” (# AC16/00021), and from the Spanish Society of Cardiology through a 2017 Translational Research grant. BI has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (ERC-Consolidator Grant agreement no. 819775). M.L received support from a 2015 Severo Ochoa CNIC intramural grant. X.R. received support from the SEC-CNIC CARDIOJOVEN fellowship program. R.F-J is a recipient of funding from the Carlos III Institute of Health-Fondo de Investigacion Sanitaria (PI19/01704) and has received funding from the European Union Horizon 2020 research and innovation programme under Marie Skłodowska-Curie grant agreement No 707642. EO is recipient of funds from Programa de Atracción de Talento (2017-T1/BMD-5185) of Comunidad de Madrid. The CNIC is supported by the ISCIII, the Ministerio de Ciencia e Innovación (MICINN) and the Pro CNIC Foundation, and is a Severo Ochoa Center of Excellence (SEV-2015-0505).S