Post memes/jokes in /r/chemistrymemes and /r/chemistryjokes. Any such posts will be deleted.Īsk education and jobs questions in the current weekly topic. If you're looking for a more concentrated, advanced discussion of chemistry topics among professionals and grad students, check out /r/Chempros.īefore asking "What chemical is this?" see this chart. Click here for the OSHA chemical data site and here for a multicompany MSDS aggregate search. If you spill/injure yourself contact medical professionals and read the MSDS, do not post to this reddit.
![example of chem draw example of chem draw](https://www.organicchemistrytutor.com/wp-content/uploads/2019/08/estradiol-complete-lewis-structure.png)
Yes links to blogs, images, videos, comics, and infographics are okay especially if they are on your personal website. No physorg, sciencedaily, or other press release aggregator spam!
![example of chem draw example of chem draw](https://img.yumpu.com/42176486/1/500x640/chemdraw-users-manual-cambridgesoft.jpg)
#EXAMPLE OF CHEM DRAW WINDOWS#
Open ChemDraw application from the Start menu (Click the Windows Start button then Browse to ChemDraw Professional/Prime (present under ChemOffice20XX), select and open) and then open the first ChemDraw document through the File menu.
![example of chem draw example of chem draw](https://i.ytimg.com/vi/PScK1yTvDVI/maxresdefault.jpg)
An example of how chemistry circles are drawn.
#EXAMPLE OF CHEM DRAW LICENSE#
If a caption or explanation is included this helps, but please use your discretion.īefore asking about chemical drawing/illustration programs, look at your school's IT/software website and see if they provide an institutional license of ChemDraw (hint: if they have a chemistry department, they will) For example, if you want to open two documents in two separate ChemDraw Window 1. Learn about chemical bonds with Bitesize GCSE Chemistry (OCR Gateway). Likewise, simple pictures of uninteresting and garden variety chemistry-related things are not appreciated. No memes, rage comics, image macros, reaction gifs, or other "zero-content" material. However, academic discussions on pharmaceutical chemistry and the science of explosives are permitted. School chemistry offers a complementary knowledge domain because of its focus on the nature of materials and its domination by theoretical models that explain observable phenomena in terms of emergent properties of complex ensembles of "quanticles" (molecules, ions, electrons, atoms, etc.) The themes reported in this study suggest a need to recognize primitive knowledge elements beyond those reported from physics education and suggest that some previously characterized p-prims may be better considered to derive from more broadly applicable intuitive knowledge elements.Rules: Violating a rule will result in a ban.Īsk homework, exam, lab, and other undergraduate-level questions at ChemicalForums otherwise it will be deleted.ĭiscussions on illicit drug synthesis, bomb making, and other illegal activities are not allowed and will lead to a ban. In physics education, the cognitive resources perspective has led to work to characterize implicit knowledge elements-described as phenomenological primitives (p-prims)-that provide learners with an intuitive sense of mechanism. ChemdrawWebManager attach(options) : void Parameters Returns Example Classes.
#EXAMPLE OF CHEM DRAW FULL#
This approach has been valuable, but it fails to explain the origins or nature of the full range of alternative ideas reported. PerkinElmer ChemDraw JS as a Service 17.1 API Reference Guide Last. Student thinking in chemistry has commonly been examined from a misconceptions or alternative conceptions/frameworks perspective, in which the focus has been on the status of learners' explicit conceptions.
![example of chem draw example of chem draw](https://chemistryandcomputers.files.wordpress.com/2017/10/cd17cheatsheet.png)
We report 5 themes in student explanations that we consider to derive from implicit knowledge elements activated in cognition. This article explores 11-to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness.