There are many scientific discoveries and technology developments that are currently taken for granted in society as a whole, as if these had always existed. In an educational context this means that students have lost the ability to see themselves as delevopers of new technologies, assuming a role as mere users of the technologies made available by others. A contextualized appr3oach, explaining the origin of the names for the main glassware used in Chemistry classes, can make learning 3more meaningful. This approach focuses on hard work of one (or more) scientists in solving experimental problems that makes the equipment useful until the present day. Therefore we aim to humanize these creations, providing opportunities for the student to glimpse the possibility of himself contributing to the production of new equipment, techniques and knowledge through the presentation of some curious details about the invention or about the life of the scientist in question. Additionally, the images that illustrate this work, both from glassware and scientists, were made by high school students, a strategy that could also be used in classroom.

The photophysical and photochemical properties of phthalocyanine and naphthalocyanine with similar structures were studied in solution and with density-functional theory (DFT) computational method. The extended π-conjugated system in naphthalocyanines causes a bathochromic shift in UV-Vis, emission and excitation bands, and promotes lesser generation of singlet oxygen in solution when compared to phthalocyanines. Time dependent DFT (TD-DFT) calculations point out the molecular orbitals involved in Q-band transition, corresponding to highest occupied molecular orbital (HOMO) to lowest unoccupied molecular orbital (LUMO) transition with a concentration of charge along x-axis, while the transition to LUMO+1 is in y-axis direction. The presence of tert-butyl substituents does not affect the molecular orbitals shape, but affect their energies. Aggregation studies in dimethyl sulfoxide (DMSO):water solutions showed that naphthalocyanines studied have more aggregation tendency than the phthalocyanines. DFT studies indicated that stacked-dimers are preferred to rotated-stacked conformation due the interaction between ZnII and nitrogen atom from different monomers.

The imidazolyl-phenolic probe used at the present study has its photophysic properties regulated by a tautomeric equilibrium. After the absorption of a photon, an excited state intramolecular proton transfer process generates a ketonic species, responsible for the 440 nm emission (in CH3CN/H2O, 95:5, v/v). Addition of Cu2+, Al3+, Cr3+ and Fe3+ suppresses emission through a combination of dynamic and static-like quenching, as indicated by Stern-Volmer plots, with a higher sensitivity for Cu2+ (KSV = 1.90 × 105 and 2.40 × 104 L mol-1, respectively, for Cu2+ and Fe3+). The trivalent ions led to the formation of a locked-enol tautomer that emits at shorter wavelengths; this coordinated compound is also quenched at metallic ions concentrations above 20 µmol L-1, due to a collisional process. When compared to another imidazolyl-phenolic probe, experimental and simulated data revealed that fluorescent, steric and electronic effects regulate their sensitivity towards the ions.

This paper presents an IR and Raman experiment executed during the teaching of the course "Chemical Bonds" for undergraduated students of Science and Technology and Chemistry at the Federal University of ABC, in order to facilitate and encourage the teaching and learning of group theory. Some key aspects of this theory are also outlined. We believe that student learning was more significant with the introduction of this experiment, because there was an increase in the discussions level and in the performance during evaluations. This work also proposes a multidisciplinary approach to include the use of quantum chemistry tools.

The present work describes how a group of chemistry graduate students have improved their teaching skills by teaching extension courses. It is suggested that future teachers have much to be gained by sharing the insights they have whilst teaching with their peers and students. This work explores the implications in teaching and learning and the relationship between teachers and students. This relationship requires mutual respect of ideas as well as continuous critical evaluation in both directions.

The aim of this article is to provide the understanding of the chemical world that underlies everything around us by introducing basic chemical concepts and their everyday applications. The specific topics presented were selected according to their relevance and their ability to be presented as an exhibition. This format is based on the visual effects that help the public to see abstract descriptions in a concrete form. In addition, a soundtrack is used to stimulate the affective intelligence and relax the public. According to the results obtained here, we can conclude that chemical demonstrations, combined with music, help the presentation of scientific topics and motivate and facilitate the "chemistry communication".

This paper aims to discuss and reflect about the use of computers in the teaching of Quantum Chemistry. A course on Computational Quantum Chemistry concentrating on Medicinal Chemistry projects was developed for undergraduate and graduate students. The results showed that students got more motivated and involved when there is an articulation between theory and practice. This work presents an alternative way to teach Theoretical Chemistry using projects.