{"id":766,"date":"2019-08-23T10:32:27","date_gmt":"2019-08-23T10:32:27","guid":{"rendered":"https:\/\/www.pmf.ni.ac.rs\/chemianaissensis\/?p=766"},"modified":"2024-10-15T11:47:00","modified_gmt":"2024-10-15T11:47:00","slug":"virtual-analytical-chemistry-software","status":"publish","type":"post","link":"https:\/\/www.pmf.ni.ac.rs\/chemianaissensis\/virtual-analytical-chemistry-software\/","title":{"rendered":"Virtual Analytical Chemistry Software"},"content":{"rendered":"\t\t
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When one thinks of chemistry, the first thing that pops inside his\/her head is the mental image of a chemical laboratory or similar environment. Giving the fact that chemistry is primarily a practical science, lab work is the inevitable part of chemical education. However, the majority of elementary schools and high schools in Serbia usually do not possess the necessary resources (e.g.<\/em>, space, glass, chemicals) to provide their pupils with deserved practical work in order to gain elementary lab skills.<\/p>\n

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Lack of practical work negatively impacts pupils\u2019 motivation<\/h3>\n

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As an experimental science, chemistry encourages tendency towards research, builds deductive reasoning<\/a> and promotes analytical mind. Therefore, practical work is a must when it comes to teaching chemistry.<\/p>\n

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The majority of GCSE students (58%) interviewed by Wellcome<\/a> said they wanted to do more practical work. Unfortunately, the majority of schools in Serbia don\u2019t have adequate space and\/or the essential tools and resources for teachers to conduct demonstrations and practical work.<\/p>\n

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Chemists have all the \u201csolutions\u201d<\/h3>\n

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Pupils from Gymnasium \u201c9th<\/sup> May\u201d in Ni\u0161, along with their chemistry teacher, had decided to roll up their sleeves and eventually came up with a solution to this problem \u2013 Virtual Analytical Chemistry<\/em> software.<\/p>\n

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Chemistry teacher at Gymnasium \u201c9th<\/sup> May\u201d and the author of the homonymous paper<\/a> published in our journal (CN: 2(1), 138-143<\/em>) last month, Aleksandra Go\u0161nji\u0107 Ignjatovi\u0107, stated that this paper is \u201cthe first report on virtual qualitative analytical laboratory, created to bring closer laboratory work to the high school students in Serbia.\u201d<\/p>\n

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About the software<\/h3>\n

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The purpose of this software is to introduce the basics of analytical chemistry in a virtually interactive way, so pupils could visualize certain chemical reactions without going to the lab.<\/p>\n

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VAH Company<\/figcaption>\n<\/figure>\n

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\u201cVirtual analytical chemistry is a software which shows chemical reactions of anions (Cl–<\/sup>, SO4<\/sub>2-<\/sup>, NO3<\/sub>–<\/sup>, CO3<\/sub>2-<\/sup>, CH3<\/sub>COO–<\/sup>) and cations (Ag+<\/sup>, Pb2+<\/sup>, Hg2+<\/sup>, Cu2+<\/sup>, Fe3+<\/sup>, Al3+<\/sup>, Ca2+<\/sup>, Ba2+<\/sup>, Mg2+<\/sup>, NH4+<\/sup>) presence with suitable reagents in an interactive way,\u201d said Go\u0161nji\u0107 Ignjatovi\u0107 in the paper.<\/p>\n

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This virtual laboratory is available to high school students across Serbia. Considering that the software is roughly a replacement for lab work, virtualizing chemistry experiments has its advantages:<\/p>\n

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