Choosing the adequate thermodynamic reference state: The evolution of pyrophosphate bioenergetics as an example.

The use of the thermodynamic formalism in the investigation of biochemical reactions constitutes one of the key analysis in bioenergetics, and the first step in such analysis is the selection of the adequate reference state. For biochemistry majors, thermodynamic analysis based on the chemical reference state is used in Physical Chemistry courses, while the biological and biochemical reference states are used in Biochemistry courses. As these definitions are introduced in different courses, it is difficult that students can understand the need to select a reference state as a first step in the energy analysis of a system. The lack of suitable examples in textbooks to illustrate the importance of the adequate selection of the reference state in a thermodynamic analysis, promoted the present analysis of the energetic role of pyrophosphate (PPi) in comparison with adenosine-triphosphate in different ambient conditions, namely, the early PPi world (better described by the chemical reference state), the enclosed systems like the cells (better described by the biological reference state), and the actual thioester world (better described by the biochemical reference state). This example not only provides a new interesting point of view on the evolution of two biochemical fuels but also represents a biochemical example in which the use of different reference states can illustrate a single process from different points of views.

SimKinet: A free educational tool based on an electrical analogy to solve chemical kinetic equations.

In this article we introduce the software SimKinet, a free tool specifically designed to solve systems of differential equations without any programming skill. The underlying method is the so-called Network Simulation Method, which designs and solves an electrical network equivalent to the mathematical problem. SimKinet is versatile, fast, presenting a real user-friendly interface, and can be employed for both educational and researching purposes. It is particularly useful in the first courses of different scientific degrees, mainly Chemistry and Physics, especially when facing non-analytic or complex-dynamics problems. Moreover, SimKinet would help students to understand fundamental concepts, being an opportunity to improve instruction in Chemistry, Mathematics, Physics and other Sciences courses, with no need of advanced knowledge in differential equations. The potency of SimKinet is demonstrated via two applications in chemical kinetics: the photochemical destruction of stratospheric ozone and the chaotic dynamics of the peroxidase-oxidase reaction.

A refuge for inorganic chemistry: Bunsen's Heidelberg laboratory.

Immediately after its opening in 1855, Bunsen's Heidelberg laboratory became iconic as the most modern and best equipped laboratory in Europe. Although comparatively modest in size, the laboratory's progressive equipment made it a role model for new construction projects in Germany and beyond. In retrospect, it represents an intermediate stage of development between early teaching facilities, such as Liebig's laboratory in Giessen, and the new 'chemistry palaces' that came into existence with Wöhler's Göttingen laboratory of 1860. As a 'transition laboratory,' Bunsen's Heidelberg edifice is of particular historical interest. This paper explores the allocation of spaces to specific procedures and audiences within the laboratory, and the hierarchies and professional rites of passage embedded within it. On this basis, it argues that the laboratory in Heidelberg was tailored to Bunsen's needs in inorganic and physical chemistry and never aimed at a broad-scale representation of chemistry as a whole. On the contrary, it is an example of early specialisation within a chemical laboratory preceding the process of differentiation into chemical sub-disciplines. Finally, it is shown that the relatively small size of this laboratory, and the fact that after ca. 1860 no significant changes were made within the building, are inseparably connected to Bunsen's views on chemistry teaching.

Creación de un espacio virtual para el apoyo de la docencia en Química Física (Farmacia) / Creation of a virtual environment for supporting the teaching in Physical-Chemistry (Pharmacy)

Un aspecto importante de la práctica docente en el EEES es su interés en el trabajo global del alumno a partir del cual se establece el sistema ECTS de créditos curriculares. Este enfoque requiere una revisión de la metodología docente.Es reconocido que la irrupción de las TIC en todos los sectores sociales, ha tenido una repercusión directa en el sistema educativo. En este contexto, Internet ha demostrado no sólo su importancia como canal de transmisión de contenidos sino su potencial como herramienta docente ya que incorpora interactividad, permite la personalización en la utilización de recursos, se adapta a necesidades particulares en el proceso formativo y permite combinar diferentes tipos de recursos.La aplicación de las TIC en la educación superior es cada día más palpable. Con las limitaciones que imponen los grupos numerosos de alumnos, es clara la tendencia hacia la creación de entornos virtuales como apoyo de la docencia presencial con una integración lo más completa posible en la programación didáctica.La presente comunicación analiza estas cuestiones desde la experiencia acumulada en el desarrollo de diversos recursos docentes y la creación de un entorno específico para algunos grupos de alumnos del curso primero adscritos a las enseñanzas impartidas por el Departamento de Química Física en su sección de Farmacia.El entorno virtual se propone como a) un espacio diseñado no como acumulación de páginas HTML, sino como estructurado de una forma flexible de manera que permita ser actualizado por aportaciones múltiples; b) un espacio interactivo que facilite tanto los intercambios más habituales: profesor-alumnos, como los intercambios transversales entre los alumnos; c) una referencia para alojar recursos que complementen la actividad presencial y d) un lugar de integración de diversas herramientas de aplicación docente(AU)

A important issue regarding the educational practice in the EEES, is the interest in the students’ global work from which curricular ECST system has been established. This particular approach requires a revision of the methodology applied in teaching.It is well known that the Information and Communication Technologies (ICT) have been extended to all social sectors and have produced a special impact on the educational system. In this context, Internet has proved to be not only important as a channel for the transmission of contents but also as a potential educational tool since incorporates interactivity, allows a personalized use of multiple resources, is adaptable to particular needs in the formative process and allows to combine different kinds of resources.The application of ICT in the University studies is more extended every day. In spite of the limitations imposed by the existence of groups formed by a high number of students, a clear trend seems to consolidate nowadays: the creation of virtual environments supporting on-site teaching and which are integrated as much as possible in the study schedules.The present communication focuses on these general aspects in relation with the experience accumulated in the development of several educational resources and the creation of a specific virtual environment for students which enrolled in Physical- Chemistry (Pharmacy section) during the past academic years.The virtual environment developed is a) a designed space not for accumulating static HTML pages but structured for allowing to update it with periodical contributions; b) an interactive space where the usual communicative exchange between students and teacher as well as between students is facilitated; c) a reference in which to incorporate complementary resources in order to support 'on site' teaching; and d) a place to integrate different tools with application in educational matters(AU)

Propuesta multidisciplinar en la asignatura de Fisicoquímica / Multidisciplinary proposal in Physicochemical subject

En el curso académico 2010-2011, la asignatura de Fisicoquímica, obligatoria del segundo curso del Grado en Farmacia en la Facultad de Farmacia de la Universidad San Pablo CEU, será la primera vez que se imparta en este nuevo plan de estudios. Aunque se llevan varios años ensayando nuevas metodologías docentes encaminadas todas ellas a la adaptación al Espacio Europeo de Educación Superior, se pretende, utilizando la experiencia acumulada, implantar algunas nuevas, de acuerdo con los objetivos y competencias, tanto del Módulo como de la Materia en la que se encuentra la Fisicoquímica englobada como asignatura. En este trabajo se presenta la propuesta de utilizar el método del caso, en un escenario multidisciplinar, que además de desarrollar otras competencias en el alumno, le hagan ver la importancia de la asignatura dentro de su titulación(AU)

The subject Physical Chemistry, that is compulsory for the degree in Pharmacy at the Faculty of Pharmacy at Universidad San Pablo CEU, will be taught in the academic year 2010-11 for the first time in the new study plans. The new teaching methodologies addressed to the adaptation to the European Space for Higher Education have been already tested for several years. However, and taking advantage of the experience achieved, some new ones will be implemented according to the competencies to be developed in the module as well as the subject area where Physical Chemistry is included as a subject. This paper presents the proposal of using the case methodology, in an interdisciplinary environment, where the student – besides acquiring other competencies - is made aware of the importance of the subject in the global context of his degree(AU)

Aplicación de nuevas metodologías de la información y la comunicación (TIC) a la enseñanza práctica de física aplicada y físicoquímica / Application of new information and communication methodologies (ICT) for laboratory teaching in applied physics and physical chemistry

En este artículo se presenta un trabajo de innovación en metodología docente que tiene como objetivola mejora en el aprendizaje de las enseñanzas prácticas de laboratorio de la asignatura de FísicaAplicada y Fisicoquímica de la Licenciatura de Farmacia de la Universidad de Granada. La enseñanzapráctica de diversas asignaturas de esta facultad tradicionalmente se ha realizado con la colaboraciónde los “monitores de prácticas”, los cuales se encargan de ayudar a sus compañeros en la realizaciónde las prácticas de laboratorio, estando siempre coordinados y supervisados por un profesor. Puestoque este sistema tiene sus carencias y limitaciones, con la metodología presentada en este trabajo sepretende que desaparezca la figura del monitor de prácticas persiguiendo al mismo tiempo que elalumno sea más receptivo y muestre mayor interés.La experiencia nos demuestra que resulta fundamental la visualización de la manipulación y lasoperaciones necesarias para la realización de una práctica. Las nuevas tecnologías audiovisuales de lainformación y la comunicación (TIC) ponen al servicio de la enseñanza herramientas muy didácticasque hacen más atractivo el aprendizaje(AU)

Con tal fin, se ha elaborado para la asignatura antesmencionada un vídeo de cada práctica en formato DVD, en los que, con objeto de guiar al alumno enel trabajo experimental, se muestra la manipulación del material y reactivos empleados en cadapráctica, uso de la instrumentación específica, buenas prácticas en un laboratorio y adquisición yanálisis de datos. El objetivo que se persigue es que el alumno realice la práctica simultáneamente aldesarrollo del vídeo, con la opción de interactuar con el vídeo y con el propio profesor presente en lasesión. En definitiva, mediante esta metodología de prácticas innovadora se pretende la captación de laatención del alumno, su motivación, promoción del trabajo autónomo y capacidad de iniciativafacilitando de esta forma su capacidad de autoaprendizaje. Todo lo comentado, contribuye a potenciarla adaptación de los actuales estudios universitarios al Espacio Europeo de Educación Superior(AU)

The aim of this innovative teaching work is the improvement in the learning process of laboratorypractical sessions of the subject ‘Applied Physics and Physical Chemistry’ of the Pharmacy degreesyllabuses at the University of Granada. The laboratory practical sessions of several subjects in thisFaculty have been traditionally carried out with the collaboration of ‘laboratory demonstrators’, whohelp to their classmates in the performance of the experiments, being always coordinated andsupervised by a senior professor. This system has however some handicaps and limitations. With thisproject, we expect on one hand the figure of ‘laboratory demonstrators’ to disappear, and on the otherhand to achieve that the student is more receptive and shows a higher interest in the practical sessions.Our experience proves that it is very important for the student to visualize the manipulation andmethodology needed for the performance of the experiments in the laboratory. The new audiovisualInformation and Communication Technologies (ICT) provide very didactic tools, which make thelearning more attractive. With this purpose, we have prepared a DVD movie of each experimentplanned in the practical sessions of the subject. These movies show the manipulation of the materialand reagents, the use of specific instrumentation, good behaviour in the laboratory, and dataacquisition and analysis, with the aim of guiding the student in the experimental work. The studentwill perform the experiments simultaneously to the movie projection, with the possibility ofinteracting with the movie itself and the senior professor present during the session. In short, weexpect to enhance the motivation and own-initiative of the students, facilitating their self-learning, bymeans of an innovative teaching methodology that contributes to promote the adaptation to theEuropean Space for Higher Education(AU)

Temporal structure of first-year courses and success at course exams: comparison of traditional continual and block delivery of anatomy and chemistry courses.

AIM: To evaluate students' academic success at delivered in a traditional continual course, spread over the two semesters, or in alternating course blocks. METHOD: We analyzed the data on exam grades for Anatomy and Chemistry courses in the first year of the curriculum for academic year 2001/02, with the traditional continual delivery of the courses (n=253 for chemistry and n=243 for anatomy), and academic year 2003/04, with block delivery of the courses (n=255 for Chemistry and n=260 for Anatomy). Grades from the final examination were analyzed only for students who sat the exam at the first available exam term and passed the course. For the Anatomy block course, grades at 2 interim written tests and 2 parts of the final exam (practical stage exam and oral exam) in each block were analyzed for students who passed all interim tests and the final exam. RESULTS: There were no differences between two types of course delivery in the number of students passing the final examination at first attempt. There was a decrease in passing percentage for the two Anatomy block course student groups in 2003/04 (56% passing students in block 1 vs 40% in block 2, P=0.014). There was an increase in the average grades from 2001/02 to 2003/04 academic year due to an increase in Chemistry grades (F1,399=18.4, P<0.001, 2 x 2 ANOVA). There was no effect of the sequence of their delivery (F1,206=1.8, P=0.182, 2 x 2 ANOVA). There was also a significant difference in grades on interim assessments of Anatomy when it was delivered in the block format (F3,85=28.8, P<0.001, between-within subjects 2 x 4 ANOVA). CONCLUSIONS: The type of course delivery was not associated with significant differences in student academic success in Anatomy and Chemistry courses in the medical curriculum. Students can successfully pass these courses when they are delivered either in a continual, whole year format or in a condensed time format of a course block, regardless of the number and type of courses preceding the block course.

Enhancing interdisciplinary, mathematics, and physical science in an undergraduate life science program through physical chemistry.

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.

[Physical chemistry in pharmacy education]. / Fizikai kémia a gyógyszerészoktatásban.

The author gives a comprehensive review about the physical chemistry curriculum until the 2004/2005 academic year for the 2nd year students of Faculty of Pharmacy of the Semmelweis University. The paper outlines the program of the lectures and laboratory practices, the main aspects of its compilation and development, which aimed at the fulfilment of the requirements of other subjects taught at higher grades, the formation of the physical chemical approach of students and the transmission of knowledge applicable in the pharmacy practice, as well.

Building bridges between the physical and biological sciences.

This paper attempts to identify major conceptual issues that have inhibited the application of physical chemistry to problems in the biological sciences. We will trace out where theories went wrong, how to repair the present foundations, and discuss current progress toward building a better dialogue.