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Students' understanding of the orbital concept has been subject to considerable research and debate and often found at variance with a quantum mechanical ideal. Could it be the case that orbitals as actually used by practising chemists in teaching and research also differ from that ideal? Our experience shows that this might often be the case. Through a series of examples of pictorial representations of orbitals found in textbooks and other educational materials, as well as in research papers, we argue that this is a common situation, which deserves to be stated explicitly. We point out that, in particular, there is a way in which orbitals are frequently employed deeply rooted in chemical thinking and compatible with a classical (in the sense of pre-quantum) approach. Many chemists employ quantum-like terms, and rely on concepts that look quantum, such as ‘orbital’, but they actually play on the well-known ground of the classical structural ideas that can be traced back to the work of pioneers like Cannizaro, Kekulé, or van't Hoff. We maintain that given the fundamental role of these semi-classical ideas in chemistry, it is nothing but natural to treat them in an equivalent fashion in chemical education.

South Sumatra Basin is an inverted post-arc Tertiary basin, which has a complex evolution history from late Eocene-Oligocene extension to late Miocene and Pliocene compression. To evaluate the overall basin prospectivity, a regional analysis is conducted at 8 stratigraphic levels from pre-Tertiary unconformity to Pleistocene. An integrated interpretation including more than 1400 2D seismic lines, 4 seismic 3D surveys, and formation evaluation from 80 key wells is used to run the basin analysis. A series of regional seismic transects are defined through key wells and major structural elements to capture the characteristics of structural styles, lithostratigraphy and hydrocarbon distribution across the basin.Structural restorations unravels the timing of fault activity showing basin rifting until ~23 Ma with main depocenters in Benakat Gully, Limau Graben, Central Palembang and Lematang Depression followed by sagging until 14.6 Ma. The compressive event is recorded from 5 Ma to present day. The buckling of syn-rift sediments suggests shortening expressed by inversion and fault reactivation rather than thrusting. Review of the source rock data, reservoir distribution, hydrocarbon phase and source to reservoir correlation data are evaluated in perspective of the basin configuration in order to select sections for basin modeling. The modeling results show onset of expulsion varying from ~10-15 Ma from Lemat Fm. and Talangakar Fm., and 5 Ma from Telisa Fm. Modeling suggests that Talangakar Fm. reservoirs are completely filled, whereas Lemat Fm. reservoirs are partially filled due to limited lateral and downward migration. Baturaja Fm. reservoirs in proximity to depressions are filled, and partial charge risk away from kitchen area. Most of the hydrocarbon are generated, expelled and accumulated between sedimentation of Lower Palembang Fm. to inversion time (10-5 Ma). The subsequent inversion is likely to have re-migrated hydrocarbon in Talangakar and Baturaja reservoirs along Benakat Gulley and associated fault bound folds.

In this article, I study, from the point of view of the analytic philosophy of mind, the compatibility of students' ideas studies (SIS) with radical constructivism (RC).

Resumen. En este artículo presentamos un modelo pragmático aproximado de la comunicación escrita en el aula de ciencias. Nos hemos basado eminentemente en las ideas de Umberto Eco sobre la interpretación de textos. Hemos denominado a este modelo aproximación interpretativa (ApIn). El modelo ApIn nos lleva a una nueva visión de la realidad de aula, que trae consigo una reinterpretación de muchos aspectos didácticos y, muy en especial, de la evaluación del aprendizaje. A su vez, el enfoque pragmático permite estudiar de una manera original el problema de la relación entre lenguaje científico y lenguaje ordinario en la enseñanza de las ciencias. Palabras clave. Didáctica de las ciencias, filosofía del lenguaje, evaluación didáctica, escritura científica. Summary.In this paper, we present an approximated pragmatic model of written communication in the science classroom. It is mainly based on Umberto Eco's ideas on text interpretation. We have called this model Interpretative Approximation (ApIn, for the Spanish, aproximación interpretativa). The ApIn model brings about a re-interpretation of many didactic features and, in particular, of didactic assessment. Besides, this pragmatic approach allows a fresh view on the problem of the relationship between scientific and ordinary language in the framework of science teaching.