Modern chemistry education in Russia: standards, textbooks, Olympiads, exams. Modern trends in the development of school chemistry education Goals of modern school chemistry education

School chemistry education in Russia:
standards, textbooks, olympiads, exams

V.V. Eremin, N.E. Kuzmenko, V. V. Lunin, O. N. Ryzhova
Faculty of Chemistry, Moscow State University M.V. Lomonosov

Chemistry is a social science in the sense that it develops, first of all, in those directions that are dictated by social needs. The content of chemistry education, including school education, is also determined by public interests and the attitude of society towards science. In Russia, under the influence of Western financial institutions, a reform (modernization) of the entire education system is now taking place with the aim of "entering new generations into the globalized world." This reform, as conceived, posed a serious threat to chemistry education in Russia. The rapid implementation of the reform could lead to the fact that the subject "Chemistry" in the school would be eliminated and replaced by an integrated course "Science". This was avoided.

The reform manifested itself in something else. Its fundamentally new consequence is that for the first time in the country a unified state standard for school education has been prepared, in which it is clearly formulated what and how to teach at school. The standard enshrines the teaching of chemistry according to a concentric scheme with the division of general (grades 8-9) and secondary (grades 10-11) education. Despite its rigid structure, the new standard takes into account the trends in the development of modern chemistry and its role in natural science and in society and can serve as a tool for the development of chemical education. The first step in using the new standard for school chemistry education has already been taken: on its basis, a draft school curriculum has been created and school chemistry textbooks for grades 8 and 9 have been written.

Abstract. The current state of school chemistry education in Russia is discussed. The fundamental novelty of the situation lies in the fact that for the first time a unified state standard for school education has been prepared. The ideological prerequisites and content of the standard for chemistry are considered. The concept and methodological principles of a new school curriculum in chemistry and a new set of school textbooks written by the team of authors of the Faculty of Chemistry of Moscow State University on the basis of this standard are presented. The role of Chemistry Olympiads in the school system is discussed.

Chemistry suffers more than other natural sciences. Most people associate this science with chemical weapons, environmental pollution, man-made disasters, drug production, etc. Overcoming "chemophobia" and mass chemical illiteracy, creating an attractive social image of chemistry is one of the main tasks of school chemistry education, the current state of which in Russia we want to discuss.

I	The program of modernization (reform) of education in Russia and its shortcomings
II	Problems of school chemistry education
III	New State Standard for School Chemistry Education
IV	New school curriculum and new chemistry textbooks
V	Modern system of chemical olympiads
	Literature

Information about authors

Vadim Vladimirovich Eremin, Candidate of Physical and Mathematical Sciences, Associate Professor, Faculty of Chemistry, Moscow State University. MV Lomonosov, laureate of the President of the Russian Federation in the field of education. Research interests: quantum dynamics of intramolecular processes, temporal resolution spectroscopy, femtochemistry, chemical education.
Nikolay Yegorovich Kuzmenko, Doctor of Physical and Mathematical Sciences, Professor, Deputy. Dean of the Faculty of Chemistry, Moscow State University MV Lomonosov, laureate of the President of the Russian Federation in the field of education. Research interests: molecular spectroscopy, intramolecular dynamics, chemical education.
Valery Vasilievich Lunin, Doctor of Chemistry, Academician of the Russian Academy of Sciences, Professor, Dean of the Faculty of Chemistry, Moscow State University. MV Lomonosov, laureate of the President of the Russian Federation in the field of education. Research interests: physical surface chemistry, catalysis, ozone physics and chemistry, chemical education.
Oksana Nikolaevna Ryzhova, Junior Researcher, Faculty of Chemistry, Moscow State University M.V. Lomonosov. Research interests: physical chemistry, chemistry olympiads for schoolchildren.

The work was done thanks to partial funding The state program support of leading scientific schools Russian Federation(project NSh No. 1275.2003.3).

Speech on the second
Moscow Pedagogical Marathon
subjects, April 9, 2003

The natural sciences around the world are going through difficult times. Financial flows are leaving science and education in the military-political sphere, the prestige of scientists and teachers is falling, and the ignorance of most of the society is growing rapidly. The world is ruled by ignorance. It comes to the point that in America, right-wing Christians are demanding the legal abolition of the second law of thermodynamics, which, in their opinion, contradicts religious doctrines.
Chemistry suffers more than other natural sciences. Most people associate this science with chemical weapons, environmental pollution, man-made disasters, drug production, etc. Overcoming "chemophobia" and mass chemical illiteracy, creating an attractive social image of chemistry is one of the tasks of chemical education, the current state of which in Russia we want to discuss.

Modernization (reform) program
education in Russia and its disadvantages

In the Soviet Union, there was a well-functioning system of chemistry education based on a linear approach, when the study of chemistry began in middle school and ended in senior. An agreed scheme was developed to ensure the educational process, including: programs and textbooks, training and advanced training of teachers, a system of chemical olympiads at all levels, kits teaching aids("School Library", "Teacher's Library" and
etc.), publicly available methodological journals ("Chemistry at school", etc.), demonstration and laboratory instruments.
Education is a conservative and inert system, therefore, even after the collapse of the USSR, chemical education, which suffered heavy financial losses, continued to fulfill its tasks. However, several years ago a reform of the education system began in Russia, the main goal of which is to support the entry of new generations into the globalized world, into the open information community. For this, according to the authors of the reform, communication, informatics, foreign languages, intercultural learning. As you can see, there is no place for the natural sciences in this reform.
It was announced that the new reform should ensure the transition to a system of quality indicators comparable to the world educational standards... A plan of specific measures was also developed, among which the main ones are the transition to 12-year schooling, the introduction of a unified state examination (USE) in the form of universal testing, the development of new educational standards based on a concentric scheme, according to which, by the end of the nine-year period, students should have a holistic view about the subject.
How will this reform affect chemistry education in Russia? In our opinion, it is sharply negative. The fact is that among the developers of the Modernization Concept Russian education there was not a single representative of natural science, therefore, the interests of natural sciences in this concept are completely not taken into account. The Unified State Exam in the form in which the authors of the reform conceived it, will ruin the system of transition from secondary school to higher education, which universities have so hard formed in the early years of Russia's independence, and will destroy the continuity of Russian education.
One of the arguments in favor of the USE is that, in the opinion of the reform ideologists, it will provide equal access to higher education for various social strata and territorial groups of the population.

Our many years of distance learning experience associated with the Soros Olympiad in Chemistry and the correspondence course of admission to the Faculty of Chemistry of Moscow State University shows that distance testing, firstly, does not provide an objective assessment of knowledge, and secondly, it does not provide schoolchildren with equal opportunities ... Over the 5 years of the Soros Olympiads, more than 100 thousand written papers in chemistry have passed through our faculty, and we are convinced that the general level of solutions depends very much on the region; in addition, the lower the educational level of the region, the more copied works were sent from there. Another significant objection to the USE is that testing as a form of knowledge testing has significant limitations. Even a correctly compiled test does not allow an objective assessment of a student's ability to reason and draw conclusions. Our students studied the materials of the exam in chemistry and found big number incorrect or ambiguous questions that cannot be used to test students. We came to the conclusion that the USE can be used only as one of the forms of control over the work of secondary schools, but by no means as the only, monopoly mechanism of access to higher education.
Another negative aspect of the reform is associated with the development of new educational standards, which should bring closer the Russian system education to European. The draft standards proposed in 2002 Ministry of Education, one of the main principles of natural science education was violated - objectivity... The leaders of the working group, who drew up the project, suggested that we think about abandoning separate school courses in chemistry, physics and biology and replacing them with a single integrated course "Science". Such a decision, even if taken for the long term, would simply bury the chemical education in our country.
What can be done in these unfavorable internal political conditions to preserve traditions and develop chemical education in Russia? Now we are moving on to our positive program, much of which has already been implemented. This program has two main aspects - substantive and organizational: we try to determine the content of chemical education in our country and develop new forms of interaction between centers of chemical education.

New state standard
chemical education

Chemistry education begins at school. The content of school education is determined by the main normative document - the state standard of school education. Within the framework of the concentric scheme adopted by us, there are three standards for chemistry: basic general education(Grades 8-9), basic mean and specialized secondary education(10-11 grades). One of us (N.E. Kuzmenko) headed the working group of the Ministry of Education on the preparation of standards, and by now these standards have been fully formulated and ready for legislative approval.
Undertaking the development of a standard for chemical education, the authors proceeded from the trends in the development of modern chemistry and took into account its role in natural science and in society. Modern chemistry – it is a fundamental system of knowledge about the world around, based on rich experimental material and reliable theoretical principles... The scientific content of the standard is based on two basic concepts: "substance" and "chemical reaction".
"Substance" is the main concept of chemistry. Substances surround us everywhere: in the air, food, soil, household appliances, plants and, finally, in ourselves. Some of these substances are given to us by nature in a ready-made form (oxygen, water, proteins, carbohydrates, oil, gold), the other part was obtained by humans through a slight modification of natural compounds (asphalt or artificial fibers), but the largest number of substances that used to be in nature did not exist, man synthesized on his own. These are modern materials, medicines, catalysts. To date, about 20 million organic and about 500 thousand inorganic substances are known, and each of them possesses internal structure... Organic and inorganic synthesis has reached such a high degree of development that it allows the synthesis of compounds with any predetermined structure. In this regard, it comes to the fore in modern chemistry
applied aspect which focuses on connection of the structure of a substance with its properties, and the main task is to find and synthesize nutrients and materials with desired properties.
The most interesting thing about the world around us is that it is constantly changing. The second main concept of chemistry is "chemical reaction". Every second in the world there is an innumerable number of reactions, as a result of which some substances are converted into others. We can observe some reactions directly, for example, rusting of iron objects, blood clotting, combustion of automobile fuel. At the same time, the overwhelming majority of reactions remain invisible, but it is they that determine the properties of the world around us. In order to realize his place in the world and learn how to manage it, a person must deeply understand the nature of these reactions and the laws to which they obey.
The task of modern chemistry is to study the functions of substances in complex chemical and biological systems, to analyze the relationship between the structure of a substance and its functions, and to synthesize substances with given functions.
Proceeding from the fact that the standard should serve as a tool for the development of education, it was proposed to unload the content of basic general education and leave in it only those elements of content, the educational value of which is confirmed by the domestic and world practice of teaching chemistry at school. This is a minimum in volume, but functionally complete system of knowledge.
Basic General Education Standard includes six content blocks:

Methods of cognition of substances and chemical phenomena.
Substance.
Chemical reaction.
Elementary foundations of inorganic chemistry.
Initial understanding of organic substances.
Chemistry and Life.

Basic Secondary Standard education is divided into five content blocks:

Methods of cognition of chemistry.
Theoretical foundations of chemistry.
Inorganic chemistry.
Organic chemistry.
Chemistry and Life.

Both standards are based on periodic law D.I. Mendeleeva, theory of the structure of atoms and chemical bond, theory of electrolytic dissociation and structural theory of organic compounds.
The basic intermediate standard is intended to provide the high school graduate with an opportunity to navigate social and personal problems associated with chemistry.
V profile level standard the system of knowledge has been significantly expanded, primarily due to ideas about the structure of atoms and molecules, as well as about the laws governing the course of chemical reactions, considered from the point of view of the theories of chemical kinetics and chemical thermodynamics. This ensures the preparation of secondary school graduates to continue their chemical education in higher education.

New program and new
chemistry textbooks

The new, scientifically grounded standard of chemistry education paved the way for the development of a new school curriculum and the creation of a set of school textbooks based on it. In this report, we present the school curriculum in chemistry for grades 8–9 and the concept of a series of textbooks for grades 8–11, created by the team of authors of the Faculty of Chemistry of Moscow State University.
The program of the chemistry course of the main secondary school is designed for students in grades 8-9. It is distinguished from the standard programs currently operating in secondary schools in Russia by more verified interdisciplinary communications and accurate selection of the material necessary to create a holistic natural-scientific perception of the world, comfortable and safe interaction with the environment in production and in everyday life. The program is structured in such a way that it focuses on those sections of chemistry, terms and concepts that are somehow related to everyday life, and are not "armchair knowledge" of a narrowly limited circle of people whose activities are related to chemical science.
During the first year of teaching chemistry (8th grade), the main attention is paid to the formation of students' elementary chemical skills, " chemical language"And chemical thinking. For this, objects are selected that are familiar from everyday life (oxygen, air, water). In the 8th grade, we deliberately avoid the concept "mole", which is difficult for schoolchildren to perceive, and practically do not use computational problems. The main idea of this part of the course is to instill in students the skills of describing properties. various substances, grouped by classes, and also show the relationship between the structure of substances and their properties.
In the second year of study (9th grade), the introduction of additional chemical concepts is accompanied by a consideration of the structure and properties of inorganic substances. In a special section, the elements of organic chemistry and biochemistry are briefly considered in the amount stipulated by the state educational standard.

To develop a chemical view of the world, the course conducts broad correlations between the elementary chemical knowledge received by the children in the classroom and the properties of those objects that are known to schoolchildren in everyday life, but before that they were perceived only at the everyday level. Based on chemical representations, students are invited to look at precious and decorative stones, glass, faience, porcelain, paints, food, modern materials. The program has expanded the range of objects that are described and discussed only at a qualitative level, without resorting to cumbersome chemical equations and complex formulas... We paid great attention to a presentation style that allows the introduction and discussion of chemical concepts and terms in a vivid and visual form. In this regard, the interdisciplinary connections of chemistry with other sciences, not only natural, but also humanitarian, are constantly emphasized.
The new program is implemented in a set of school textbooks for grades 8-9, one of which has already been sent to print, and the other is in the writing stage. When creating textbooks, we took into account the changing social role of chemistry and public interest in it, which is caused by two main interrelated factors. The first is "Chemophobia", that is, the negative attitude of society towards chemistry and its manifestations. In this regard, it is important to explain at all levels that the bad is not in chemistry, but in people who do not understand the laws of nature or have moral problems.
Chemistry is a very powerful tool in the hands of a person; there are no concepts of good and evil in its laws. Using the same laws, you can come up with new technology the synthesis of drugs or poisons, or it is possible - a new medicine or a new building material.
Another social factor is progressive chemical illiteracy society at all its levels - from politicians and journalists to housewives. Most people have absolutely no idea what the world around them consists of, they do not know the elementary properties of even the simplest substances and cannot distinguish nitrogen from ammonia, and ethyl alcohol from methyl alcohol. It is in this area that a competent textbook on chemistry, written in a simple and understandable language, can play a great educational role.
When creating textbooks, we proceeded from the following postulates.

The main tasks of the school chemistry course

1. Formation of a scientific picture of the surrounding world and the development of a natural-scientific worldview. Presentation of chemistry as the central science aimed at solving the pressing problems of mankind.
2. Development of chemical thinking, the ability to analyze the phenomena of the surrounding world in chemical terms, the ability to speak (and think) in a chemical language.
3. Popularization of chemical knowledge and introduction of ideas about the role of chemistry in everyday life and its applied significance in the life of society. Development of ecological thinking and familiarity with modern chemical technologies.
4. Formation of practical skills for the safe handling of substances in everyday life.
5. Awakening a keen interest in the study of chemistry among schoolchildren, both within the school curriculum and additionally.

The main ideas of the school chemistry course

1. Chemistry is the central science of nature, closely interacting with other natural sciences. The applied possibilities of chemistry are of fundamental importance for the life of society.
2. The world consists of substances that are characterized by a specific structure and are capable of mutual transformations. There is a connection between the structure and properties of substances. The task of chemistry is to create substances with useful properties.
3. The world around us is constantly changing. Its properties are determined by the chemical reactions that take place in it. In order to control these reactions, it is necessary to deeply understand the laws of chemistry.
4. Chemistry is a powerful tool for transforming nature and society. Safe use of chemistry is possible only in a highly developed society with stable moral categories.

Methodological principles and style of textbooks

1. The sequence of presentation of the material is focused on the study of the chemical properties of the surrounding world with a gradual and delicate (ie, unobtrusive) acquaintance with the theoretical foundations of modern chemistry. Descriptive sections alternate with theoretical sections. The material is evenly distributed throughout the entire period of study.
2. Internal isolation, self-sufficiency and logical validity of the presentation. Any material is presented in the context of general problems of the development of science and society.
3. Constant demonstration of the connection between chemistry and life, frequent reminders of the applied value of chemistry, popular science analysis of substances and materials that students encounter in everyday life.
4. High scientific level and rigor of presentation. The chemical properties of substances and chemical reactions are described as they actually go. Chemistry in textbooks is real, not "paper".
5. Friendly, easy-going and impartial presentation style. Simple, accessible and literate Russian. Using "plots" - short, entertaining stories linking chemical knowledge with everyday life - to facilitate comprehension. Extensive use of illustrations, which make up about 15% of the volume of textbooks.
6. Two-level structure of material presentation. Large print is a basic level, small print is for deeper learning.
7. Extensive use of simple and visual demonstration experiments, laboratory and practical work to study experimental aspects of chemistry and the development of practical skills of students.
8. Use of questions and tasks of two levels of complexity for a deeper assimilation and consolidation of the material.

We intend to include in the set of tutorials:

chemistry textbooks for grades 8-11;
guidelines for teachers, thematic planning lessons;
didactic materials;
a book for students to read;
chemistry reference tables;
computer support in the form of CDs containing: a) an electronic version of the textbook; b) reference materials; c) demonstration experiments; d) illustrative material; e) animation models; f) programs for solving computational problems; g) didactic materials.

We hope that the new textbooks will allow many students to take a fresh look at our subject and show them that chemistry is an exciting and very rewarding science.
In addition to textbooks, chemistry olympiads play an important role in the development of schoolchildren's interest in chemistry.

Modern system chemical olympiads

The system of chemical olympiads is one of the few educational structures that survived the disintegration of the country. The All-Union Chemistry Olympiad was transformed into the All-Russian Olympiad, while retaining its main features. Currently, this Olympiad is held in five stages: school, district, regional, federal district and final. The winners of the final stage represent Russia at the International Chemistry Olympiad. The most important from the point of view of education are the most massive stages - school and district, for which school teachers and methodological associations of cities and regions of Russia are responsible. The Ministry of Education is responsible for the entire Olympiad as a whole.
Interestingly, the former All-Union Chemistry Olympiad has also survived, but in a new capacity. Every year, the Faculty of Chemistry of Moscow State University organizes an international Mendeleev Olympiad, in which the winners and prize-winners of the chemical Olympiads of the CIS and Baltic countries participate. Last year, this Olympiad was held with great success in Alma-Ata, this year - in Pushchino, Moscow Region. Mendeleev Olympiad allows talented children from the former republics Soviet Union enter Moscow State University and other prestigious universities without exams. The communication of chemistry teachers during the Olympiad is also extremely valuable, which contributes to the preservation of a single chemical space on the territory of the former Soviet Union.
In the past five years, the number of subject Olympiads has increased sharply due to the fact that many universities, in search of new forms of attracting applicants, began to conduct their own Olympiads and count the results of these Olympiads as entrance exams. One of the pioneers of this movement was the Chemistry Department of Moscow State University, which annually holds extramural Olympiad in chemistry, physics and mathematics. This Olympiad, which we called "MSU Entrant", is already 10 years old this year. It provides equal access to all groups of schoolchildren to study at Moscow State University. The Olympiad is held in two stages: correspondence and full-time. first - correspondence- the stage is for informational purposes only. We publish assignments in all specialized newspapers and magazines and send assignments to schools. The decision takes almost six months. We invite those who have completed at least half of the tasks to second stage - full-time tour, which takes place on the 20th of May. Written assignments in mathematics and chemistry allow us to determine the winners of the Olympiad, who will benefit from admission to our faculty.
The geography of this Olympiad is unusually wide. Every year it is attended by representatives of all regions of Russia - from Kaliningrad to Vladivostok, as well as several dozen "foreigners" from the CIS countries. The development of this Olympiad has led to the fact that almost all talented children from the provinces come to study with us: more than 60% of the students of the Faculty of Chemistry of Moscow State University are from other cities.
At the same time, university Olympiads are constantly under pressure from the Ministry of Education, which is pursuing the ideology of the Unified State Exam and seeks to deprive universities of independence in determining the forms of admission of applicants. And here, oddly enough, the All-Russian Olympiad comes to the aid of the ministry. The idea of the ministry is that only participants in those Olympiads that are organizationally merged into the structure should have advantages in admission to universities. All-Russian Olympiad... Any university can independently conduct any Olympiad without any connection with the All-Russian, but the results of such an Olympiad will not be counted for admission to this university.
If such an idea is legalized, it will deal a fairly strong blow to the system of admission to universities and, most importantly, to graduate schoolchildren, who will lose many of the incentives to enter the university of their choice.
However, this year admission to universities will be held according to the same rules, and in this regard, we would like to talk about the entrance exam in chemistry at Moscow State University.

Entrance examination in chemistry at Moscow State University

The entrance exam in chemistry at Moscow State University is taken at six faculties: chemistry, biology, medicine, soil science, materials science and the new faculty of bioengineering and bioinformatics. The exam is written and lasts 4 hours. During this time, schoolchildren have to solve 10 problems of different levels of complexity: from trivial, that is, “comforting”, to rather difficult ones, which allow differentiating grades.
None of the tasks requires special knowledge that goes beyond what is studied in specialized chemical schools. Nevertheless, most problems are structured in such a way that their solution requires thinking based not on memorization, but on mastery of theory. As an example, we want to cite several such problems from different branches of chemistry.

Theoretical chemistry

Problem 1(Department of Biology). The rate constant of the isomerization reaction A B is 20 s –1, and the rate constant of the reverse reaction B A is 12 s –1. Calculate the composition of the equilibrium mixture (in grams) obtained from 10 g of substance A.

Solution
Let B become x g of substance A, then the equilibrium mixture contains (10 - x) г A and x d B. In equilibrium, the rate of the forward reaction is equal to the rate of the reverse reaction:

20 (10 – x) = 12x,

where x = 6,25.
Equilibrium mixture composition: 3.75 g A, 6.25 g B.
Answer... 3.75 g A, 6.25 g B.

Inorganic chemistry

Task 2(Department of Biology). What volume of carbon dioxide (n.u.) must be passed through 200 g of a 0.74% solution of calcium hydroxide so that the mass of the precipitate formed is 1.5 g, and the solution above the precipitate does not give a color with phenolphthalein?

Solution
When carbon dioxide is passed through a calcium hydroxide solution, a calcium carbonate precipitate is first formed:

which can then dissolve in excess CO 2:

CaCO 3 + CO 2 + H 2 O = Ca (HCO 3) 2.

The dependence of the sediment mass on the amount of CO 2 substance is as follows:

With a lack of CO 2, the solution above the sediment will contain Ca (OH) 2 and give a violet color with phenolphthalein. According to the condition, this coloration is absent, therefore, CO 2 is in excess
compared to Ca (OH) 2, ie, first all of Ca (OH) 2 is converted to CaCO 3, and then CaCO 3 is partially dissolved in CO 2.

(Ca (OH) 2) = 200 0.0074 / 74 = 0.02 mol, (CaCO 3) = 1.5 / 100 = 0.015 mol.

In order for all of Ca (OH) 2 to pass into CaCO 3, 0.02 mol of CO 2 must be passed through the initial solution, and then another 0.005 mol of CO 2 must be passed through so that 0.005 mol of CaCO 3 dissolves and 0.015 mol remains.

V (CO 2) = (0.02 + 0.005) 22.4 = 0.56 liters.

Answer... 0.56 l CO 2.

Organic chemistry

Problem 3(chemical faculty). The aromatic hydrocarbon with one benzene ring contains 90.91% carbon by weight. During the oxidation of 2.64 g of this hydrocarbon with an acidified solution of potassium permanganate, 962 ml of gas are released (at 20 ° C and normal pressure), and during nitration, a mixture is formed containing two mononitro derivatives. Establish the possible structure of the initial hydrocarbon and write the schemes of the mentioned reactions. How many mononitro derivatives are formed during the nitration of the hydrocarbon oxidation product?

Solution

1) Determine the molecular formula of the desired hydrocarbon:

Therefore, the hydrocarbon is C 10 H 12 ( M= 132 g / mol) with one double bond in the side chain.
2) Find the composition of the side chains:

(C 10 H 12) = 2.64 / 132 = 0.02 mol,

(CO 2) = 101.3 0.962 / (8.31 293) = 0.04 mol.

This means that two carbon atoms leave the C 10 H 12 molecule during oxidation with potassium permanganate, therefore, there were two substituents: CH 3 and C (CH 3) = CH 2 or CH = CH 2 and C 2 H 5.
3) Let us determine the relative orientation of the side chains: two mononitro derivatives upon nitration gives only the paraisomer:

When nitrating the product of complete oxidation, terephthalic acid, only one mononitro derivative is formed.

Biochemistry

Problem 4(Department of Biology). With the complete hydrolysis of 49.50 g of the oligosaccharide, only one product was formed - glucose, with alcoholic fermentation of which 22.08 g of ethanol was obtained. Set the number of glucose residues in the oligosaccharide molecule and calculate the mass of water required for hydrolysis if the yield of the fermentation reaction is 80%.

N / ( n – 1) = 0,30/0,25.

Where n = 6.
Answer. n = 6; m(H 2 O) = 4.50 g.

Problem 5(Faculty of Medicine). Complete hydrolysis of the pentapeptide Met-enkephalin yielded the following amino acids: glycine (Gly) - H 2 NCH 2 COOH, phenylalanine (Phe) - H 2 NCH (CH 2 C 6 H 5) COOH, tyrosine (Tyr) - H 2 NCH ( CH 2 C 6 H 4 OH) COOH, methionine (Met) - H 2 NCH (CH 2 CH 2 SCH 3) COOH. Substances with molecular weights of 295, 279, and 296 were isolated from the products of partial hydrolysis of the same peptide. Establish two possible amino acid sequences in this peptide (in abbreviations) and calculate its molar mass.

Solution
By molar masses peptides, their composition can be determined using the hydrolysis equations:

dipeptide + H 2 O = amino acid I + amino acid II,
tripeptide + 2H 2 O = amino acid I + amino acid II + amino acid III.
Molecular weights of amino acids:

Gly 75, Phe 165, Tyr 181, Met 149.

295 + 2 18 = 75 + 75 + 181,
tripeptide - Gly-Gly-Tyr;

279 + 2 18 = 75 + 75 + 165,
tripeptide - Gly-Gly-Phe;

296 + 18 = 165 + 149,
dipeptide - Phe – Met.

These peptides can be combined into a pentapeptide in this way:

M= 296 + 295 - 18 = 573 g / mol.

The opposite sequence of amino acids is also possible:

Tyr – Gly – Gly – Phe – Met.

Answer.
Met – Phe – Gly – Gly – Tyr,
Tyr – Gly – Gly – Phe – Met; M= 573 g / mol.

Competition for the Faculty of Chemistry of Moscow State University and other chemical universities in last years remains stable, and the level of training of applicants is growing. Therefore, summing up, we affirm that, despite difficult external and internal circumstances, chemical education in Russia has good prospects. The main thing that convinces us of this is the endless stream of young talents, carried away by our beloved science, striving to get a good education and benefit their country.

V. V. REMIN,
Associate Professor, Faculty of Chemistry, Moscow State University,
N.E. KUZMENKO,
Professor, Faculty of Chemistry, Moscow State University
(Moscow)

Chemistry as a science belongs to the fundamental areas of natural science. In the constantly changing material world, a person interacts with a variety of materials and substances of natural and anthropogenic origin. The practical activity of people has long turned into a factor commensurate in scale with the evolution of nature itself. This factor is unavoidable as long as humanity exists.

The results of human activity are largely determined by that specific component of culture that forms chemical knowledge. This knowledge reflects a complex complex of relations "person-substance" and further, through the obvious connection - "substance-material-practical activity" to a large extent determine rational behavioral skills, the possibility of a conscious choice by young people of the way of life and sphere of activity.

Chemistry as a component of culture fills with content a number of fundamental ideas about the world: the relationship between the structure and properties of a complex system; probabilistic concepts and ideas about symmetry, chaos and order; conservation laws; evolution of matter. All this finds clarity on the factual material of chemistry, gives food for thought about the world around us for the harmonious development of the individual.

Differentiation in teaching opens up opportunities for students to choose a training profile, and with it the level of theoretical and practical training in chemistry. However, with all the variety of types of differentiation in teaching, the goals of teaching chemistry are the same and meet the general goals of a modern school. The study of chemistry should contribute to the formation of a scientific picture of the world among students, their intellectual development, education of morality, humanistic relations, and readiness for work.

Occupying a place between physics and biology among the natural sciences, chemistry makes a significant contribution to the understanding of the modern picture of the world. Like other natural sciences, chemistry not only studies nature, but also provides a person with knowledge for the practical development of material production.

The study of chemical processes should lead to the understanding that the direction of reactions is not accidental, but due to the structure of substances, that reactions proceed according to certain laws, knowledge of these laws allows you to control them.

Experiment in its accessible forms for every age group of students should take an important place in school teaching of chemistry. Laboratory experiments, practical exercises enable students to come into direct contact with substances, experimentally study their properties, and get acquainted with the laws governing the course of chemical reactions.

The role of a chemical experiment should not be reduced only to an illustration of theoretical positions and properties of substances of various classes. It is important that a chemical experiment be used to acquire new knowledge by schoolchildren and to pose cognitive problems to them. Solving them using an experiment puts students in the position of researchers, which, as practice shows, has a positive effect on the motivation for studying chemistry.

Common to all training courses chemistry is the task of developing students. Whatever theoretical content the subject is studied with, the growth of independent search activity of schoolchildren, the fulfillment of tasks leading from reproductive activity to creative activity, should become an immutable principle of organizing classes. Along with the orientation towards the development of individual inclinations and abilities of students, forms of organizing collective educational activities and mutual assistance of schoolchildren should find wide distribution.

School chemistry education system - component the system of general natural science education, the structure of which corresponds to the structure of the school, its main stages. Already in elementary school (I stage of education) in the course "The World Around", students get acquainted with various natural phenomena that will form the core of the study of nature in basic and high schools.

The basic school (stage II of education) is designed to ensure the formation of students' initial natural science, including chemistry, knowledge, the requirements for which are determined by the level of training - the basic level.

V high school(III stage of education) students are given the right to choose the direction of general education. At this stage, the idea of a differentiated approach to teaching schoolchildren is realized to the greatest extent. Depending on the chosen direction, profile of study, they will be able to acquire chemical knowledge of different levels.

Thus, the system of chemical education consists of three links - propaedeutic, general (basic) and specialized (advanced), the composition and structure of which covers primary, secondary and high schools.

Propedeutic chemical training of students is carried out in primary school and in grades 5-7 of basic school. Elements of chemical knowledge at these stages of training can be included in the integrated courses "The World Around" (primary school), "Natural Science" (grades 5-7), or in systematic courses in biology and physics. The chemical knowledge introduced at these stages of education serves to solve the problem of forming an initial holistic view of the world in schoolchildren. In the process of propaedeutic training, students should get an idea of the composition and properties of certain substances, as well as initial information about chemical elements, symbols of chemical elements, chemical formulas, simple and complex substances, chemical phenomena, compound and decomposition reactions. Acquaintance of students with these issues in primary and secondary schools will allow in the general education systematic course to reduce the time for studying chemistry at the empirical level, to quickly move on to considering chemical phenomena based on the theory of the structure of matter.

The basic component of chemistry education (grades 8-9) is compulsory for all students. It is presented in basic school in the form of a systematic chemistry course. From it, students will receive knowledge, the volume and theoretical level of which will determine the compulsory chemical training of schoolchildren in basic school. Since this knowledge will become the basis for further chemical education, both at school and in other educational institutions, the compulsory level of mastering them, fixed in the State Standard of Secondary Chemical Education (the concept of school chemical education, can be called basic.

All students who graduate from basic school must achieve a basic level of chemical training, regardless of what specialty they want to acquire in the future.

In principle, the content of a basic level chemistry course can be implemented within the framework of two types of models. In the model of the first type, the course is built on the basis of the internal logic of chemistry as a science, and applied information will play the role of illustrations that saturate each section. The second type of model is based on practical applications of chemistry.

Theoretical and factual material on the chemistry of elements and compounds is grouped around information about the fields of application of the chemical science of technology, their environmental, agricultural, medical, and energy aspects. Both models should provide the same basic level of knowledge for schoolchildren, corresponding to the State Standard of Secondary Chemical Education. In any case, the study of the course is based on the systematic application of a demonstration and laboratory experiment with the increasing independence of students in the cognitive process.

Teaching chemistry on the basis of this course should lead to an understanding by students of chemical phenomena in the world around them, an understanding of the role of chemistry in development National economy, ensuring the well-being of the people, to the formation of a "chemical culture" of handling substances and materials. Pupils who graduated from basic school who have taken a course of basic chemistry should know the classes of inorganic and organic substances studied and be able to determine them.

The profile component of school chemistry education is designed, along with the solution of general educational tasks, to develop students' interest in chemistry, to deepen their knowledge of chemistry, to contribute to the successful mastering in the future of specialties related to chemistry. This component of chemical education coincides with the profiled link of the school and is inextricably linked with it. The level of chemical training of students determines the profile of training they have chosen.

In schools (or classes) of the natural science profile, teaching chemistry can be carried out at different depths, depending on which subject the students study in depth. If students deepen their knowledge in the field of physics or biology (but not chemistry), then in this case they may be offered different courses that facilitate the assimilation of these academic disciplines. However, chemistry training is also carried out at a higher level.

Such courses should include information about chemical bonds, their hybridization; they should reveal the structure of atoms not only of small, but also of large periods; regularities of the course of chemical reactions taking into account the enthalpy factor; given an idea of complex compounds etc.

After completing a chemistry course for science schools, students should be able to characterize the properties of substances on the basis of theoretical concepts; dependence of the production and use of substances on their internal structure; to use the obtained theoretical information in the study of chemical reactions. The obtained theoretical knowledge will contribute to the understanding by schoolchildren of the reasons for the diversity of substances, their material unity.

The study of industrial methods for obtaining individual substances allows students to get acquainted with the essence of raw materials, environmental, food and energy problems and assess the role of chemistry in solving them, with the directions of scientific and technological progress in chemistry and realize its humanistic orientation.

In classes with an advanced study of chemistry, students can be offered a system consisting of a chemistry course increased level, in which, improving knowledge of inorganic and organic chemistry, and additional courses, the task of which is to significantly expand chemical knowledge.

In the framework of advanced study of chemistry, students can improve their level of chemical knowledge, both in theoretical and applied aspects. In the first case, the main aspect in teaching should be done on theoretical issues of inorganic, organic, and physical chemistry. In the case of an applied orientation in teaching, students will gain knowledge of chemical technology, agrochemistry, etc.

It is advisable to start training with the aim of deepening chemical knowledge with general questions affecting the basics of chemical science. The study of special courses can be carried out in various combinations, depending on the direction of advanced study of chemistry chosen by the students. So, in the chemical direction, they can study inorganic and general chemistry, organic chemistry, the basics of chemical analysis. In these classes, it is allowed to study the basics of physical chemistry.

In biological and chemical classes, organic chemistry, the basics of chemical analysis, biochemistry can be offered for study. If students choose the agrochemical direction, they can be offered organic chemistry, the basics of chemical analysis and the course "Chemistry in Agriculture".

The authors of the concept believe that it is inexpedient to determine in advance the requirements for the knowledge and skills of schoolchildren studying chemistry in depth. The level of knowledge and skills of such students will largely determine the capabilities of the school, the qualifications of the teacher, the chosen direction of in-depth study of chemistry (chemical, biological-chemical, chemical-technological, etc.), as well as the capabilities of the students themselves. In this regard, the level of requirements for the knowledge and skills of students studying chemistry in depth, in each case should be determined by the teacher. The lower limit of such requirements can be the requirements for knowledge formed by the general course for schools of natural science profile.

It is necessary to say especially about those schools, the conditions in which do not allow the implementation of the above learning profiles. In them, students will study all general education disciplines as is customary in the current school. For such educational institutions, a chemistry course for natural science schools can be recommended. This course contributes to the development of the chemical knowledge that students received in grades 8-9. When studying it, schoolchildren will expand the range of ideas about substances, types of chemical reactions.

At the discretion of the teacher, a modular structure of the academic subject can be carried out with the inclusion of additional topics or questions, taking into account local conditions. Studying a chemistry course for natural science schools will allow students to continue their chemistry education in higher educational institutions.

In the light of the above, students who graduate from the 11th grade of a general education school receive chemistry education at three different levels: basic, natural science and advanced.

In accordance with the Concept for the modernization of Russian education for the period up to 2010, approved by the order of the Government of the Russian Federation of December 29, 2001, No. 1756, at the senior level of secondary schools (grades 10-11), specialized education is provided.

Speech on the second
Moscow Pedagogical Marathon
subjects, April 9, 2003

Modernization (reform) program
education in Russia and its disadvantages

In the Soviet Union, there was a well-functioning system of chemistry education based on a linear approach, when the study of chemistry began in middle school and ended in senior. An agreed scheme was developed to ensure the educational process, including: programs and textbooks, training and advanced training of teachers, a system of chemical Olympiads at all levels, sets of teaching aids ("School Library", "Teacher's Library" and
etc.), publicly available methodological journals ("Chemistry at school", etc.), demonstration and laboratory instruments.
Education is a conservative and inert system, therefore, even after the collapse of the USSR, chemical education, which suffered heavy financial losses, continued to fulfill its tasks. However, several years ago a reform of the education system began in Russia, the main goal of which is to support the entry of new generations into the globalized world, into the open information community. For this, according to the authors of the reform, communication, informatics, foreign languages, and intercultural learning should take the central place in the content of education. As you can see, there is no place for the natural sciences in this reform.
It was announced that the new reform should ensure the transition to a system of quality indicators and education standards comparable to the world one. A plan of specific measures was also developed, among which the main ones are the transition to 12-year schooling, the introduction of a unified state examination (USE) in the form of universal testing, the development of new educational standards based on a concentric scheme, according to which, by the end of the nine-year period, students should have a holistic view about the subject.
How will this reform affect chemistry education in Russia? In our opinion, it is sharply negative. The fact is that among the developers of the Concept for the Modernization of Russian Education there was not a single representative of natural science, therefore, the interests of natural sciences in this concept are not taken into account at all. The Unified State Exam in the form in which the authors of the reform conceived it, will ruin the system of transition from secondary school to higher education, which universities have so hard formed in the early years of Russia's independence, and will destroy the continuity of Russian education.
One of the arguments in favor of the USE is that, according to the ideologists of the reform, it will provide equal access to higher education for various social strata and territorial groups of the population.

Our many years of distance learning experience associated with the Soros Olympiad in Chemistry and the correspondence course of admission to the Faculty of Chemistry of Moscow State University shows that distance testing, firstly, does not provide an objective assessment of knowledge, and secondly, it does not provide schoolchildren with equal opportunities ... Over the 5 years of the Soros Olympiads, more than 100 thousand written papers in chemistry have passed through our faculty, and we are convinced that the general level of solutions depends very much on the region; in addition, the lower the educational level of the region, the more copied works were sent from there. Another significant objection to the USE is that testing as a form of knowledge testing has significant limitations. Even a correctly compiled test does not allow an objective assessment of a student's ability to reason and draw conclusions. Our students studied the USE materials in chemistry and found a large number of incorrect or ambiguous questions that cannot be used to test schoolchildren. We came to the conclusion that the USE can be used only as one of the forms of control over the work of secondary schools, but by no means as the only, monopoly mechanism of access to higher education.
Another negative aspect of the reform is associated with the development of new educational standards, which should bring the Russian education system closer to the European one. In the draft standards proposed in 2002 by the Ministry of Education, one of the main principles of science education was violated - objectivity... The leaders of the working group, who drew up the project, suggested that we think about abandoning separate school courses in chemistry, physics and biology and replacing them with a single integrated course "Science". Such a decision, even if taken for the long term, would simply bury the chemical education in our country.
What can be done in these unfavorable internal political conditions to preserve traditions and develop chemical education in Russia? Now we are moving on to our positive program, much of which has already been implemented. This program has two main aspects - substantive and organizational: we try to determine the content of chemical education in our country and develop new forms of interaction between centers of chemical education.

New state standard
chemical education

Chemistry education begins at school. The content of school education is determined by the main normative document - the state standard of school education. Within the framework of the concentric scheme adopted by us, there are three standards for chemistry: basic general education(Grades 8-9), basic mean and specialized secondary education(10-11 grades). One of us (N.E. Kuzmenko) headed the working group of the Ministry of Education on the preparation of standards, and by now these standards have been fully formulated and ready for legislative approval.
Undertaking the development of a standard for chemical education, the authors proceeded from the trends in the development of modern chemistry and took into account its role in natural science and in society. Modern chemistry – it is a fundamental system of knowledge about the world around, based on rich experimental material and reliable theoretical principles... The scientific content of the standard is based on two basic concepts: "substance" and "chemical reaction".
"Substance" is the main concept of chemistry. Substances surround us everywhere: in the air, food, soil, household appliances, plants and, finally, in ourselves. Some of these substances are given to us by nature in a ready-made form (oxygen, water, proteins, carbohydrates, oil, gold), the other part was obtained by humans through a slight modification of natural compounds (asphalt or artificial fibers), but the largest number of substances that used to be in nature did not exist, man synthesized on his own. These are modern materials, medicines, catalysts. To date, about 20 million organic and about 500 thousand inorganic substances are known, and each of them has an internal structure. Organic and inorganic synthesis has reached such a high degree of development that it allows the synthesis of compounds with any predetermined structure. In this regard, it comes to the fore in modern chemistry
applied aspect which focuses on connection of the structure of a substance with its properties, and the main task is to find and synthesize useful substances and materials with desired properties.
The most interesting thing about the world around us is that it is constantly changing. The second main concept of chemistry is "chemical reaction". Every second in the world there is an innumerable number of reactions, as a result of which some substances are converted into others. We can observe some reactions directly, for example, rusting of iron objects, blood clotting, combustion of automobile fuel. At the same time, the overwhelming majority of reactions remain invisible, but it is they that determine the properties of the world around us. In order to realize his place in the world and learn how to manage it, a person must deeply understand the nature of these reactions and the laws to which they obey.
The task of modern chemistry is to study the functions of substances in complex chemical and biological systems, to analyze the relationship between the structure of a substance and its functions, and to synthesize substances with given functions.
Proceeding from the fact that the standard should serve as a tool for the development of education, it was proposed to unload the content of basic general education and leave in it only those elements of content, the educational value of which is confirmed by the domestic and world practice of teaching chemistry at school. This is a minimum in volume, but functionally complete system of knowledge.
Basic General Education Standard includes six content blocks:

Methods of cognition of substances and chemical phenomena.
Substance.
Chemical reaction.
Elementary foundations of inorganic chemistry.
Initial understanding of organic substances.
Chemistry and Life.

Basic Secondary Standard education is divided into five content blocks:

Methods of cognition of chemistry.
Theoretical foundations of chemistry.
Inorganic chemistry.
Organic chemistry.
Chemistry and Life.

Both standards are based on the periodic law of D. I. Mendeleev, the theory of the structure of atoms and chemical bonds, the theory of electrolytic dissociation and the structural theory of organic compounds.
The basic intermediate standard is intended to provide the high school graduate with an opportunity to navigate social and personal problems associated with chemistry.
V profile level standard the system of knowledge has been significantly expanded, primarily due to ideas about the structure of atoms and molecules, as well as about the laws governing the course of chemical reactions, considered from the point of view of the theories of chemical kinetics and chemical thermodynamics. This ensures the preparation of secondary school graduates to continue their chemical education in higher education.

New program and new
chemistry textbooks

The new, scientifically grounded standard of chemistry education paved the way for the development of a new school curriculum and the creation of a set of school textbooks based on it. In this report, we present the school curriculum in chemistry for grades 8–9 and the concept of a series of textbooks for grades 8–11, created by the team of authors of the Faculty of Chemistry of Moscow State University.
The program of the chemistry course of the main secondary school is designed for students in grades 8-9. It is distinguished from the standard programs currently operating in secondary schools in Russia by more verified interdisciplinary communications and accurate selection of the material necessary to create a holistic natural-scientific perception of the world, comfortable and safe interaction with the environment in production and in everyday life. The program is structured in such a way that it focuses on those areas of chemistry, terms and concepts that are somehow related to everyday life, and are not “armchair knowledge” of a narrowly limited circle of people whose activities are related to chemical science.
During the first year of teaching chemistry (8th grade), the focus is on the formation of students' elementary chemistry skills, "chemical language" and chemical thinking. For this, objects are selected that are familiar from everyday life (oxygen, air, water). In the 8th grade, we deliberately avoid the concept "mole", which is difficult for schoolchildren to perceive, and practically do not use computational problems. The main idea of this part of the course is to instill in students the skills of describing the properties of various substances, grouped by classes, and also to show the relationship between the structure of substances and their properties.
In the second year of study (9th grade), the introduction of additional chemical concepts is accompanied by a consideration of the structure and properties of inorganic substances. In a special section, the elements of organic chemistry and biochemistry are briefly considered in the amount stipulated by the state educational standard.

To develop a chemical view of the world, the course conducts broad correlations between the elementary chemical knowledge received by the children in the classroom and the properties of those objects that are known to schoolchildren in everyday life, but before that they were perceived only at the everyday level. Based on chemical representations, students are invited to look at precious and decorative stones, glass, faience, porcelain, paints, food, modern materials. The program has expanded the range of objects that are described and discussed only at a qualitative level, without resorting to cumbersome chemical equations and complex formulas. We paid great attention to a presentation style that allows the introduction and discussion of chemical concepts and terms in a vivid and visual form. In this regard, the interdisciplinary connections of chemistry with other sciences, not only natural, but also humanitarian, are constantly emphasized.
The new program is implemented in a set of school textbooks for grades 8-9, one of which has already been sent to print, and the other is in the writing stage. When creating textbooks, we took into account the changing social role of chemistry and public interest in it, which is caused by two main interrelated factors. The first is "Chemophobia", that is, the negative attitude of society towards chemistry and its manifestations. In this regard, it is important to explain at all levels that the bad is not in chemistry, but in people who do not understand the laws of nature or have moral problems.
Chemistry is a very powerful tool in the hands of a person; there are no concepts of good and evil in its laws. Using the same laws, you can come up with a new technology for the synthesis of drugs or poisons, or you can - a new medicine or a new building material.
Another social factor is progressive chemical illiteracy society at all its levels - from politicians and journalists to housewives. Most people have absolutely no idea what the world around them consists of, they do not know the elementary properties of even the simplest substances and cannot distinguish nitrogen from ammonia, and ethyl alcohol from methyl alcohol. It is in this area that a competent textbook on chemistry, written in a simple and understandable language, can play a great educational role.
When creating textbooks, we proceeded from the following postulates.

The main tasks of the school chemistry course

The main ideas of the school chemistry course

1. Chemistry is the central science of nature, closely interacting with other natural sciences. The applied possibilities of chemistry are of fundamental importance for the life of society.
2. The world around us consists of substances that are characterized by a certain structure and are capable of mutual transformations. There is a connection between the structure and properties of substances. The task of chemistry is to create substances with useful properties.
3. The world around us is constantly changing. Its properties are determined by the chemical reactions that take place in it. In order to control these reactions, it is necessary to deeply understand the laws of chemistry.
4. Chemistry is a powerful tool for transforming nature and society. Safe use of chemistry is possible only in a highly developed society with stable moral categories.

Methodological principles and style of textbooks

We intend to include in the set of tutorials:

chemistry textbooks for grades 8-11;
teaching guidelines for teachers, thematic lesson planning;
didactic materials;
a book for students to read;
chemistry reference tables;
computer support in the form of CDs containing: a) an electronic version of the textbook; b) reference materials; c) demonstration experiments; d) illustrative material; e) animation models; f) programs for solving computational problems; g) didactic materials.

Modern system of chemical olympiads

The system of chemical olympiads is one of the few educational structures that survived the disintegration of the country. The All-Union Chemistry Olympiad was transformed into the All-Russian Olympiad, while retaining its main features. Currently, this Olympiad is held in five stages: school, district, regional, federal district and final. The winners of the final stage represent Russia at the International Chemistry Olympiad. The most important from the point of view of education are the most massive stages - school and district, for which school teachers and methodological associations of cities and regions of Russia are responsible. The Ministry of Education is responsible for the entire Olympiad as a whole.
Interestingly, the former All-Union Chemistry Olympiad has also survived, but in a new capacity. Every year, the Faculty of Chemistry of Moscow State University organizes an international Mendeleev Olympiad, in which the winners and prize-winners of the chemical Olympiads of the CIS and Baltic countries participate. Last year, this Olympiad was held with great success in Alma-Ata, this year - in Pushchino, Moscow Region. The Mendeleev Olympiad allows talented children from the former republics of the Soviet Union to enter Moscow State University and other prestigious universities without exams. The communication of chemistry teachers during the Olympiad is also extremely valuable, which contributes to the preservation of a single chemical space on the territory of the former Soviet Union.
In the past five years, the number of subject Olympiads has increased sharply due to the fact that many universities, in search of new forms of attracting applicants, began to conduct their own Olympiads and count the results of these Olympiads as entrance exams. One of the pioneers of this movement was the Chemistry Department of Moscow State University, which annually holds extramural Olympiad in chemistry, physics and mathematics. This Olympiad, which we called "MSU Entrant", is already 10 years old this year. It provides equal access to all groups of schoolchildren to study at Moscow State University. The Olympiad is held in two stages: correspondence and full-time. first - correspondence- the stage is for informational purposes only. We publish assignments in all specialized newspapers and magazines and send assignments to schools. The decision takes almost six months. We invite those who have completed at least half of the tasks to second stage - full-time tour, which takes place on the 20th of May. Written assignments in mathematics and chemistry allow us to determine the winners of the Olympiad, who will benefit from admission to our faculty.
The geography of this Olympiad is unusually wide. Every year it is attended by representatives of all regions of Russia - from Kaliningrad to Vladivostok, as well as several dozen "foreigners" from the CIS countries. The development of this Olympiad has led to the fact that almost all talented children from the provinces come to study with us: more than 60% of the students of the Faculty of Chemistry of Moscow State University are from other cities.
At the same time, university Olympiads are constantly under pressure from the Ministry of Education, which is pursuing the ideology of the Unified State Exam and seeks to deprive universities of independence in determining the forms of admission of applicants. And here, oddly enough, the All-Russian Olympiad comes to the aid of the ministry. The idea of the ministry is that only participants in those Olympiads that are organizationally merged into the structure of the All-Russian Olympiad should have advantages in admission to universities. Any university can independently conduct any Olympiad without any connection with the All-Russian, but the results of such an Olympiad will not be counted for admission to this university.
If such an idea is legalized, it will deal a fairly strong blow to the system of admission to universities and, most importantly, to graduate schoolchildren, who will lose many of the incentives to enter the university of their choice.
However, this year admission to universities will be held according to the same rules, and in this regard, we would like to talk about the entrance exam in chemistry at Moscow State University.

Entrance exam in chemistry at Moscow State University

Theoretical chemistry

20 (10 – x) = 12x,

where x = 6,25.
Equilibrium mixture composition: 3.75 g A, 6.25 g B.
Answer... 3.75 g A, 6.25 g B.

Inorganic chemistry

Solution
When carbon dioxide is passed through a calcium hydroxide solution, a calcium carbonate precipitate is first formed:

which can then dissolve in excess CO 2:

CaCO 3 + CO 2 + H 2 O = Ca (HCO 3) 2.

The dependence of the sediment mass on the amount of CO 2 substance is as follows:

(Ca (OH) 2) = 200 0.0074 / 74 = 0.02 mol, (CaCO 3) = 1.5 / 100 = 0.015 mol.

V (CO 2) = (0.02 + 0.005) 22.4 = 0.56 liters.

Answer... 0.56 l CO 2.

Organic chemistry

Solution

1) Determine the molecular formula of the desired hydrocarbon:

Therefore, the hydrocarbon is C 10 H 12 ( M= 132 g / mol) with one double bond in the side chain.
2) Find the composition of the side chains:

(C 10 H 12) = 2.64 / 132 = 0.02 mol,

(CO 2) = 101.3 0.962 / (8.31 293) = 0.04 mol.

When nitrating the product of complete oxidation, terephthalic acid, only one mononitro derivative is formed.

Biochemistry

N / ( n – 1) = 0,30/0,25.

Where n = 6.
Answer. n = 6; m(H 2 O) = 4.50 g.

Solution
The molar masses of peptides can be used to determine their composition using the hydrolysis equations:

dipeptide + H 2 O = amino acid I + amino acid II,
tripeptide + 2H 2 O = amino acid I + amino acid II + amino acid III.
Molecular weights of amino acids:

Gly 75, Phe 165, Tyr 181, Met 149.

295 + 2 18 = 75 + 75 + 181,
tripeptide - Gly-Gly-Tyr;

279 + 2 18 = 75 + 75 + 165,
tripeptide - Gly-Gly-Phe;

296 + 18 = 165 + 149,
dipeptide - Phe – Met.

These peptides can be combined into a pentapeptide in this way:

M= 296 + 295 - 18 = 573 g / mol.

The opposite sequence of amino acids is also possible:

Tyr – Gly – Gly – Phe – Met.

Answer.
Met – Phe – Gly – Gly – Tyr,
Tyr – Gly – Gly – Phe – Met; M= 573 g / mol.

Competition for the Faculty of Chemistry of Moscow State University and other chemical universities in recent years has remained stable, and the level of training of applicants is growing. Therefore, summing up, we affirm that, despite difficult external and internal circumstances, chemical education in Russia has good prospects. The main thing that convinces us of this is the endless stream of young talents, carried away by our beloved science, striving to get a good education and benefit their country.

V. V. REMIN,
Associate Professor, Faculty of Chemistry, Moscow State University,
N.E. KUZMENKO,
Professor, Faculty of Chemistry, Moscow State University
(Moscow)

"The system of chemical education at school"

At some pointIn my teaching career, I caught myself thinking that work had ceased to please me, to bring satisfaction. Lessons are wasted, the material is difficult to assimilate, not by all students. Students seek only good mark, no matter which way. The current situation did not suit me. After analyzing my activities, I came to the following conclusions:

Studying is difficult, studying well is really difficult, because

Subject programs are getting more complicated. If 20 years ago organic chemistry was taught only in the 10th grade, there was a 10-year education, in the recent past in the 10th grade with an 11-year education, now organic chemistry begins to be studied in the 9th grade.

Requirements for the level of training of a graduate are increasing. Graduates are forced to take the Unified State Exam. You must admit that this is more difficult to do than to pass an exam on tickets, and graduates rarely gain 80 points, not to mention 100 points.

Teachers, too, do not always structure the teaching process in accordance with the requirements of the present. Teaching is still traditional.

Realizing the current situation, I came to the conclusion that it was time to change something in the approaches to teaching. To make changes in practice, it was necessary to study the theoretical issues of teaching, select the material that interested, prepare didactic material, introduce innovations, take stock, draw conclusions.

All this work has been started and carried out since 2004. This year I completed course training on the topic "Personality-oriented approach to learning" under the guidance of O. G. Selivanova. , attended the lectures of the Russians G.A. "Modern lesson", studied the experience of introducing student-centered learning in schools in Yaransk and Kotelnich, studied the material "Modern pedagogical technologies".

Having studied and realized this material, I realized that it was interesting to me, I wanted to use it in practice. She clearly defined the goals and objectives of her pedagogical activity during these 6 years.

Purpose: To increase the effectiveness of the lesson through the use of methods and technologies of student-centered learning.

Why this particular goal? Because I understood that the graduates will be competitive, their level of preparation will be at a fairly high level, if the material is mastered qualitatively at each lesson, gradually, and will not be learned 2-3 days before the exam. I myself was a student, a student, and I perfectly understand that you can pretend to be an intelligent attentive listener and not hear anything in the lesson. Having become a teacher, I wanted the children to hear, understand, learn in the lesson, and not sit back. To achieve this goal, I have defined the following tasks:

Theoretical training on the topic.

Selection of methods and techniques that I will use.

Development of a complex of CMMs and lessons by means of new technologies.

Approbation of the developed materials.

Summing up, adjusting goals and objectives.

So, having studied theoretical material, I have selected the following technologies for use in pedagogical practice:

1.problem learning

2.UD

Techniques:

Studying the level of training

Learning Level Studies

Transferring students from one learning level to another

Assimilation of GOS

And I also noted for myself that the lesson should be built in the model of a modern lesson, there should be stages: organizational moment, goal setting, motivation, actualization, primary assimilation, awareness and comprehension, consolidation, application, control.

The methods I selected easily fit into a modern lesson, fit into its structure.

On the next At the stage of work, I needed to develop a complex of CMMs, which was done for the 8th grade. Almost all topics have been developed:

1) Tasks 1,2,3 levels of complexity, i.e. a set of tasks for transferring students from one learning level to another.

2) On many topics, achievement tests, or multilevel questions have been developed to control the assimilation of the topic material.

3) A small number of lessons are developed in the framework of technologies: problem-based learning and DD.

At the next stage, the developed materials had to be put into practice, which was done. Moreover, when this work was conducted, in one of the classes there were 27 people, the class was difficult in discipline, the volume of work was quite large. While testing these approaches in training, I came to the conclusion that this system of work brings results.

Thus, my view clearly reflected the teaching system, which was named "The system of chemical education at school."

In every lesson I tryadhere to the structure of a modern lesson. And for myself, I singled out the main stage: control. Control of assimilation of a new topic. It may seem that this is the easiest part of the lesson. What is difficult, Gave an assignment to students - do it. But in order for this stage to pass qualitatively, so that the students show that the material has been mastered, it is necessary to work very persistently and hard during the lesson, and not only for the students, but also for the teacher. And the teacher has to work even more, since it is necessary to develop a lesson, think over, predict.

And yet, after the control has been carried out, the teacher clearly understands whether the material has been mastered or not. If the material is mastered, then it makes no sense in the next lesson to check the assimilation of the GOS, you can give tasks aimed at the development of students, tasks of different levels of complexity, from 1 to 10 type of the first level, from analysis to systematization of the second level, or the third level, depending on at what stage of development the student is.

At the control stage, students receive an assessment, it goes to the journal. If the mark is negative, it is not put, in the next lesson, the students' mastery of the SES is again checked, and if the mark is again negative, it goes to the journal.

And now about each stage of the lesson.

Goal setting ... It must be required. Moreover, it is better if the students themselves determine the goals and objectives. Then the material will be assimilated consciously.

Motivation. I try to find moments that prove that the children themselves need this, that in life they will definitely come across this material, I try to interest them in the content, or I say that at the end of the lesson there will be a test work on a new topic. Extrinsic motivation is also important.

Updating. Be sure to remember and voice the knowledge that will be necessary to study a new topic.

Primary assimilation, awareness and comprehension... At these stages, the material sounds three times, but from different angles: story, work with a textbook, conversation, etc.

Anchoring. Summing up, drawing conclusions.

Then the ZUN is worked out at the stage of application.

The last stage is control... I often include questions of reflection in my control.

Thus, at the stage of study, comprehension and comprehension, as well as at the stage of control, the method of mastering GOS is implemented.

At the stage of repetition of the material, the technique of transferring students from one level of learning to another is implemented.

The methodology for determining the level of learning is used 1-2 times a year, serves as the basis for differentiation.

The methodology for determining the level of training is used in the lessons of control of the assimilation of knowledge on the topic.

My main rule is to ask every student in every lesson. 1-2 orally, the rest in writing.

Of course, such work is very stressful and the guys get tired of the constant testing, but so far I do not see another way out. And the guys themselves understand that hard work is good for them. Once at the end of the lesson, before the next test work, I turned to the children with the following words: “Guys, they demand a lot from us, teachers. We must teach each student at each lesson at 3. Now we have just finished studying the topic, how can I know if you have mastered it or not? " One girl says: "Conduct a test." The class, of course, was not delighted, but since the conclusion was made by the guys themselves, then we began to write a test paper.

It would be quite reasonable to say now what is the innovative orientation of my experience. She touched upon the whole structure of the lesson in general. In preparation for the lesson, I calculate each stage of it minute by minute. Org moment - 1-2 minutes, repetition up to 10 minutes, etc. I track the results of each student using the methods of student-centered learning.

Applying this education system, I came to the following results and conclusions.

It has become more difficult to prepare for lessons, but there is a real concrete result in each lesson for each student, and I know him.

All students, even very weak ones, are able to assimilate a minimum of material in the lesson, if they are motivated to achieve results.

Subject performance has improved and is maintained at 100%.

The average score in the subject increased from 3.5 to 3.9. Well-planned work in the lesson allows you to forget about discipline, since every minute is scheduled, there is no time for extraneous activities.

There is no time to cheat, and there is no one, if all students are at different stages of development and receive individual assignments.

Grades are accumulated throughout the trimester, as each student receives a grade in each lesson. Therefore, the final assessment for the trimester is objective.

Since the material is assimilated in each lesson, students very easily adapt when moving to another educational institution. In chemistry, they have no difficulty.

They take part in regional Olympiads, win prizes.

They choose chemistry for passing the state final certification in the form of the Unified State Exam. In the 9th grade, they choose a subject for the state. grading even weak students.

Enter the higher educational establishments with the results of the exam in the subject: Ural Forestry University, Perm Pharmaceutical Academy, Mari Forestry University, Kirov Agricultural Academy, Vyatka State University free of charge.

Modern chemistry education in Russia: standards, textbooks, Olympiads, exams. Modern trends in the development of school chemistry education Goals of modern school chemistry education

Information about authors

Speech on the second Moscow Pedagogical Marathon subjects, April 9, 2003

Modernization (reform) program education in Russia and its disadvantages

New state standard chemical education

New program and new chemistry textbooks

The main tasks of the school chemistry course

The main ideas of the school chemistry course

Methodological principles and style of textbooks

Modern system chemical olympiads

Entrance examination in chemistry at Moscow State University

Speech on the second Moscow Pedagogical Marathon subjects, April 9, 2003

Modernization (reform) program education in Russia and its disadvantages

New state standard chemical education

New program and new chemistry textbooks

The main tasks of the school chemistry course

The main ideas of the school chemistry course

Methodological principles and style of textbooks

Modern system of chemical olympiads

Entrance exam in chemistry at Moscow State University

Speech on the second
Moscow Pedagogical Marathon
subjects, April 9, 2003

Modernization (reform) program
education in Russia and its disadvantages

New state standard
chemical education

New program and new
chemistry textbooks

Speech on the second
Moscow Pedagogical Marathon
subjects, April 9, 2003

Modernization (reform) program
education in Russia and its disadvantages

New state standard
chemical education

New program and new
chemistry textbooks