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	Applied experiments with the use of measuring instruments for the analytical chemistry teaching at high schools Břížďala, Jan ; Hraníček, Jakub (referee) ❆❜str❛❝t ❆♥❛❧②t✐❝❛❧ ❝❤❡♠✐str② ✐s ❛ ❞✐s❝✐♣❧✐♥❡ ❞❡❛❧✐♥❣ ✇✐t❤ t❤❡ ❛♥❛❧②s✐s ♦❢ ❝❤❡♠✐❝❛❧s✱ t❤✉s ✐t ❤❛s ❛ ✇✐❞❡ r❛♥❣❡ ♦❢ ❛♣♣❧✐❝❛t✐♦♥ ✐♥ ♣r❛❝t✐s❡✳ ❚❤❡r❡ ❛r❡ ❝❤❡♠✐❝❛❧ ❛♥❛❧②s❡s ♦❢ ✇❛t❡r✱ ❢♦♦❞✱ ♠❡❞✐❝✐♥❡s✱ s♦✐❧✱ ❢❡❡❞s✱ ♥❛t✉r❛❧ s✉❜st❛♥❝❡s✱ ❜✉✐❧❞✐♥❣ ♠❛t❡r✐❛❧s ❛♥❞ ♦t❤❡r ♣r♦✲ ❞✉❝ts ♦❢ ❤✉♠❛♥ s♦❝✐❡t② ❝❛rr✐❡❞ ♦✉t ❡✈❡r② ❞❛②✳ ❆ s✐❣♥✐✜❝❛♥t ♣❛rt ♦❢ ❤✐❣❤ s❝❤♦♦❧s ❤❛s ✐ts ♦✇♥ ❧❛❜♦r❛t♦r② ❛✐❞s ❛♥❞ ❝❤❡♠✐❝❛❧s ♥❡❝❡ss❛✲ r② ❢♦r ❜❛s✐❝ ❝❤❡♠✐❝❛❧ ❛♥❛❧②s❡s ❛♥❞ ❛ ❝♦♥s✐❞❡r❛❜❧❡ ♣❛rt ♦❢ t❤♦s❡ s❝❤♦♦❧s ❛❧s♦ ♦✇♥s s♦♠❡ ❜❛s✐❝ ♠❡❛s✉r✐♥❣ ✐♥str✉♠❡♥ts ✭♣❍ ❡❧❡❝tr♦❞❡✱ ❝♦♥❞✉❝t✐✈✐t② ❡❧❡❝tr♦❞❡✱ s♣❡❝tr♦✲ ♣❤♦t♦♠❡t❡r ❡✳❣✳✮✳ ❍♦✇❡✈❡r✱ t❤❡ ✉s❡ ♦❢ t❤❡s❡ ✐♥str✉♠❡♥ts ❞✉r✐♥❣ ❝❤❡♠✐str② ❧❡ss♦♥s ✐s ✈❡r② ❧✐♠✐t❡❞✳ ❆❝❝♦r❞✐♥❣ t♦ ❤✐❣❤ s❝❤♦♦❧ ❝❤❡♠✐str② t❡❛❝❤❡rs✱ t❤❡ r❡❛s♦♥s ❢♦r t❤✐s ❝❛♥ ❜❡ s❡❡♥ ✐♥ ❛ ♥❛rr♦✇ ♦✛❡r ♦❢ ❡❞✉❝❛t✐♦♥❛❧ ♠❛t❡r✐❛❧s ❛♥❞ ✐♥ ❛ ❧✐♠✐t❡❞ t✐♠❡ ♦♣t✐♦♥s ❢♦r ❛ ❝❤❡♠✐str② t❡❛❝❤✐♥❣✳ ❆ ❝♦❧❧❡❝t✐♦♥ ♦❢ t❡♥ ❛♣♣❧✐❡❞ ❡①♣❡r✐♠❡♥ts ✇✐t❤ t❤❡ ✉s❡ ♦❢ ♠❡❛s✉r✐♥❣ ✐♥str✉♠❡♥ts ❢♦r t❤❡ ❛♥❛❧②t✐❝❛❧ ❝❤❡♠✐str② t❡❛❝❤✐♥❣ ✇❛s ♠❛❞❡ ❛s ❛ ♣❛rt ♦❢ t❤✐s t❤❡s✐s✳ ❚❤✐s ❝♦❧❧❡❝t✐♦♥ ❝♦♥t❛✐♥s ❛❧s♦ ❛♥ ♦✈❡r✈✐❡✇ ♦❢ ❛♥❛❧②t✐❝❛❧ ❝❤❡♠✐str② t❤❡♦r②✱ ❧❛❜♦r❛t♦r② ❛✐❞s✱ ❧❛❜♦r❛t♦r② s❛❢❡t② ♣r✐♥❝✐♣❧❡s ❛♥❞ ♠❡t❤♦❞♦❧♦❣✐❝❛❧ ❣✉✐❞❡❧✐♥❡s✳ ❚❤❡s❡ ❡①♣❡r✐♠❡♥ts ❝♦✈❡r ❛❧❧ ❜❛s✐❝ ❛♥❛❧②t✐❝❛❧ ♠❡t❤♦❞s ❛♥❞ ♣r♦❝❡❞✉r❡s✳ ■♥str✉❝t✐♦♥s ❢♦r ✐♥❞✐✈✐❞✉❛❧ ❡①♣❡r✐♠❡♥ts ❛r❡ ❞❡✲ s✐❣♥❡❞ t♦ ✉s❡ ✈❛r✐♦✉s ♠❡❛s✉r✐♥❣ ✐♥str✉♠❡♥ts✳ ❚❤❡ ❝♦❧❧❡❝t✐♦♥ ♦❢ ❛♣♣❧✐❡❞... Detailed record
	Chemistry tasks for agricultural high schools Břížďala, Jan ; Šmejkal, Petr (advisor) ; Stratilová Urválková, Eva (referee) Detailed record
	Overview of mathematics for study of physical chemistry Břížďala, Jan ; Zusková, Iva (advisor) ; Beneš, Martin (referee) Physical chemistry is a discipline, that is related to the knowledge learned in general chemistry and there is necessary to know some mathematical operations. The bachelor work presents the results of a research, where there was investigated the knowledge of selected mathematical topics among students. Furthermore the level of schooling where the students first learned these topics was being elicited. The outcomes of this survey show that the most difficult mathematical chapters for the students are those, which are essential for physical chemistry. In the following part of the bachelor work some print and e-sources of mathematics are analysed. The crucial part of this work is the summary of mathematical topics essential for the study of physical chemistry. This summary is included in the structure of this bachelor work and it is accesible on-line too. A Detailed record

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