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In this paper, we focus on how to qualify the physics sciences teachers in terms of

Different teaching approaches have revealed that teaching is a complex process, a profession that must adapt to the specific needs of the learners, the nature of the subject taught and the general context of the training. However, the act of learning is a common activity. In the educational sciences there is no one-sided approach to the didactics of physical sciences. Therefore, teachers of the physical sciences are invited to choose the appropriate pedagogical approaches based on the performance and limitations of each approach. In this article, we will review the literature of the main pedagogical approaches used to facilitate the acquisition of physical phenomena. On the basis of this study, we will highlight the added value of the combination of a relatively recent approach, based on historical investigation and simulation of physical phenomena.

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The production of acetone by Clostridium acetobutylicum was favoured when acetate was added to the culture medium. In the presence of acetate an increase of the acetone concentration from 4.2 to 10.1 g per liter was noted without any change of the butanol concentration. The coenzyme A transferase and the acetoacetate carboxylase were not limiting factors since the addition of acetic acid allowed the biosynthesis of acetone to increase. The control of acetate production by the cells, which is not coupled to the butanol formation, is the key point of the acetone biosynthesis.