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- ethanol (teaching)
- exos_formule_moleculaire-masse_molaire-chno
- exos_pourquoi_la_phenolphtaleine_est_un_indicateur_approprie_pour_le_titrage_d_un_acide_fort_par_une_base_forte
- exos_terminologie (teaching)
- luminol (teaching)
- sciences_de_base_tableau_synoptique_fwb
- sciences_generales_tableau_synoptique_fwb
- tableaux_synoptiques_segec_2017
- terminologie-enseignement
- uaa-chim-sb-04-caracteriser-phenomene-chimique
- uaa-chim-sg-06-caracteriser-phenomene-chimique
- koch_snowflake (teach…appchim)
- math_nombres (teachi…gappchim)
- notions_avancees (teac…ppchim)
- notions_fondamentales (t…him)
- polynomes (teachin…ogappchim)
- polynomes-2 (teachi…gappchim)
- polynomes-3 (teachi…gappchim)
- polynomes-4 (teachi…gappchim)
- polynomes-5 (teachi…gappchim)
- polynomes-6 (teachi…gappchim)
- polynomes-7 (teachi…gappchim)
- polynomes-7-contrib1 (te…chim)
- polynomes-8 (teachi…gappchim)
- polynomes-9 (teachi…gappchim)
- polynomes-10 (teachi…gappchim)
- polynomes-11 (teachi…gappchim)
- polynomes-12 (teachi…gappchim)
- polynomes-bonus (teac…ppchim)
- pressions_partielles_systemes_non_ideaux
Résultats plein texte:
- articles_didactique_chimie
- a8/101/1|Journal of Chemical Education - Vol 101, No 1]] * [[https://pubs.acs.org/doi/10.1021/acs.... /100/11#|Journal of Chemical Education | Vol 100, No 11]] * [[https://pubs.acs.org/doi/10.1021/acs... 8/100/10|Journal of Chemical Education - Vol 100, No 10]] * [[https://pubs.acs.org/doi/10.1021/acs... a8/100/9|Journal of Chemical Education - Vol 100, No 9]] * [[https://pubs.acs.org/doi/10.1021/acs.
- desinformations
- er Roger Errera : <blockquote>Lies The moment we no longer have a free press, anything can happen. Wh... n how the political wind blows. And a people that no longer can believe anything cannot make up its mi... * [[https://www.financialexpress.com/economy/no-proven-health-environment-impact-government-not-to-ban-herbicide-glyphosate/1673815/|No proven health, environment impact, government not
- simulations_random_walks_codes @teaching:exos
- nvas.create_oval(x,y,x+r,y+r,fill="blue") #moves no_moves = 140 for j in range(no_moves): canvas.move(ball, depx, depy) canvas.after(20) ... ment at each move in y direction # create balls: no_particles = 20 dy = (sizey-2.*y)/(no_particles+1) # y initial separation between balls print(dy
- psychologie_de_l_education
- ce in the Public Interest, December 2009 (Vol. 9, No. 3) → « il n’y a pas de preuve adéquate pour jus... types of information. However, we found virtually no evidence for the interaction pattern mentioned ab... We conclude therefore, that at present, there is no adequate evidence base to justify incorporating l... nnah Jordt, and Mary Pat Wenderoth, PNAS vol. 111 no. 23, 8410–8415 (2014), doi: 10.1073/pnas.13190301
- ir_spectrum_co @teaching:progappchim:matplotlib_gallery
- reader = csv.reader(csvfile, delimiter=';') no,ab=[],[] # initialisation des listes nombres d'o... es lignes successives du fichier d'entrée no.append(float(row[0])) # ajout à la liste no ab.append(float(row[1])) # ajout à la liste a... ouge du CO \n (rotation-vibration)") x,y=np.array(no),np.array(ab) plt.xlim(2250.,2010.) plt.ylim(-0.0
- exos_temperature_fahrenheit-celcius
- ccordion collapsed="true"> <panel type="default" no-body="true"> <panel-body></panel-body> Sélectionn... ccordion collapsed="true"> <panel type="default" no-body="true"> <panel-body></panel-body> Sélectionn... ccordion collapsed="true"> <panel type="default" no-body="true"> <panel-body></panel-body> Sélectionn
- 5_conceptions_erronees_courantes_sur_l_apprentissage
- rnt the principle. However, those that did were //no better// than students from the first group at later evaluating science fair posters. There was no advantage to discovery. Nowadays, advocates of s
- biblio-10.1021-acs.jchemed.6b00261
- s Are you sure of your answers? * a. Yes * b. No </blockquote> Pour la collecte des données, i... T) |correct |non correct | |Third tier (TT) |yes |no | |First and second tiers (BT) |correct |non corr
- biblio-10.1021-acs.jchemed.7b00680
- <sup>+</sup> | 7,3 | | NO<sub>3</sub><sup>-</sup> | <0,3 | | NO<sub>2</sub><sup>-</sup> | <0,005 | |
- images_chimie_libres
- dia.org/wikipedia/commons/2/2f/Galvanic_cell_with_no_cation_flow.png}} \\ [[https://commons.wikimedia.org/wiki/File:Galvanic_cell_with_no_cation_flow.png|lien]] | {{https://upload.wikimed... tps://upload.wikimedia.org/wikipedia/commons/8/8b/NO2-N2O4.jpg}} \\ [[https://commons.wikimedia.org/wiki/File:NO2-N2O4.jpg|lien]] | {{https://upload.wikimedia.org
- stackexchange-chimie
- 913/when-is-there-hybridization-and-when-is-there-no-hybridization|When is there hybridization and when is there no hybridization?]] * [[http://chemistry.stackexch... nge.com/questions/58564/are-any-bonds-broken-when-no2-becomes-n2o4|Are any bonds broken when NO2 becomes N2O4?]] * [[http://chemistry.stackexchange.com/
- the_need_for_a_theory_of_learning
- nce of this interaction is that it means there is no single best way to teach across all situations. A... t consists of presenting teaching techniques with no theoretical framework, as if procedure equals ped
- adamboxer-approche_pas_a_pas_des_travaux_pratiques
- ah's actions here bring a number of benefits: * No step is unmanageable for the students, and it is
- biblio-10.1007-s10648-021-09646-1
- al. (2023), in their theory-free paper, provided no answer to how explicit instruction and inquiry le
- biblio-10.1021-ed078p481
- orary Film]], Donald J. Wink, J. Chem. Ed.Vol. 78 No. 4 April 2001, pp 481-483. Résumé de V.L., 2009-2