In this work， a teaching experiment was designed to tune the carbon capture performance of deep eutectic solvents （DESs） by using hydrogen bonds. In the experiment， tetraethylammonium 4-fluorophenolate ([Et 4 N] [4-F-PhO]) was used as the hydrogen bond acceptor， and ethylene glycol （EG） and 4-fluorophenol （4-F-PhOH） were used as hydrogen bond donors to synthesize a variety of DESs for CO 2 capture. The CO 2 capacities of DESs were measured， and the CO 2 capture mechanisms by DESs were investigated by using nuclear magnetic resonance （NMR） and Fourier transform infrared （FTIR） spectra. The results indicated that the strength of hydrogen bonds between the anion [4-F-PhO] ─ and hydrogen bond donors had an important influence on the CO 2 capacity of DESs. This experiment is combined with hot topics， which will help stimulate students’ interest in scientific research and improve their practical operation ability.
随着我国城市化进程加快和工业化程度加大,水环境保护问题愈发突出.水质的实时监测是水质治理的重要前提之一.从水质实时监测发展历程中的各项技术谈起,介绍和比较多种光学传感法,并着重聚焦于新兴的量子点微型光谱传感技术.量子点光谱仪是基于胶体量子点材料的重建式微型光谱仪,具有成本较低、性能优良、发展潜力大等诸多优势,目前已实际应用到水环境实时监测中.最后总结并展望了水质实时监测技术未来的发展方向.
酮的多元卤代和α-卤代酮的Favorskii重排都是醛酮教学的重要内容,且都是在碱性条件下烯醇化后发生的.但是,前者是在含有卤素一侧烯醇化,而后者却是在不含卤素一侧烯醇化.这种烯醇化的"随意性"常引起学生困惑,甚至认为此2处的烯醇化是"矛盾"的.通过分析卤代酮烯醇化的可逆性和Favorskii重排的不可逆性合理地解释了 Favorskii重排中烯醇化的合理性,化解了教学中的这一"矛盾".
物理化学课程内容的编排顺序是物理化学教学中的核心问题之一,教指委发布的《化学类专业化学理论教学建议内容》对其并未明文规定,经典教材对此处理各有不同.经过对比和分析不同经典教材的编排顺序差别,可以看出物理化学的学科思维和认知规律是决定编排顺序的两大原则.依据学科思维从空间、时间、体系等3个维度为物理化学课程的核心内容画出逻辑关系图,并结合认知规律提出了多种编排内容的方式.
As an essential chemical element in all life forms, phosphorus plays a nonnegligible role in a series of processes including energy metabolism, micro-and macromolecular structural modification, and the central dogma. While relevant mechanisms and regulations of enzymatic reactions are often mentioned in biochemistry curricula, a systemic analysis and discussion still remains elusive. By looking at the fundamental structures and reactions of organophosphate and phosphoric anhydride, here we elucidate the mechanisms of relevant regulatory enzymes in cells and aim to systematically clarify in vivo transformation of adenosine triphosphate, the most characteristic and important species of phosphoric anhydride. As a summary of biological processes of phosphorus, this manuscript not only serves as an exploration of new pedagogical models in chemistry and life sciences, but also expects to inspire students in their research design.
In this essay, the significance of the education of chemical history in university teaching is briefly discussed by the aid of taking some outstanding contributions from famous scientists in the development of fluorescence as examples. The reasonable introduction of historical events and figures in the processes of class teaching and knowledge imparting, on one hand, is helpful to enhance learning interest, upgrade teaching quality, and deepen scientific understanding, and on the other hand, is benefit to the drawing of scientific nutrition from the development of chemistry history and the acquirement of mental strength, in order to achieve the ultimate education goal of “understanding the truth, enhancing the faith, admiring the noble virtue, and fulfilling the oath”.
初中化学教材中Zn置换Fe2+中Fe的演示实验中产生的大量气泡干扰学生对置换反应的认知学习.造成该现象的原因主要有:(1)Zn置换出Fe后形成Zn-Fe原电池引起的析氢腐蚀;(2)Fe的析氢过电势较Zn低,因此Zn置换出的Fe掺杂后,使得析氢过电势降低产生大量的气泡.基于此,采取控制反应条件,抑制反应中气泡的产生、放大Zn置换Fe的现象.通过调整反应时Fe2+的浓度、pH从而调整Zn-Fe原电池的数量以及析氢过电势,对该教学演示实验条件进行探究.结果表明当FeSO4的浓度为0.54 mol/L、pH=3.58,Fe3+的浓度在KSCN检测不出的条件下,可以观察到Zn置换出的Fe附着在Zn的表面且能被磁铁吸引,同时观察不到气泡的产生.
针对编辑专业发展面临的学术研究瓶颈问题,探讨学术期刊编辑可以选择的研究方向及发展路径.结合学术期刊编辑的工作及自身学术发展的经历,从选择研究方向、开展学术研究、开启学术生涯等方面介绍努力发展成为学者型编辑的路径.学术期刊编辑可以结合自身服务的学术领域选择"科研论文写作""科学研究方法""薄弱研究主题"等作为研究方向,实现发展成为学者型编辑的目标.学者型编辑的发展与期刊的发展是相辅相成、密不可分的,学者型编辑可以促进学术期刊的发展,学术期刊也可以滋养编辑的发展.
结合扫描电子显微镜技术和X射线衍射技术对甲醛与新制氢氧化铜反应的固态产物进行微观层面探究.主要考察反应温度、甲醛和硫酸铜的量对固态产物的成分以及微观形貌的影响.为培养学生的"科学探究"和"宏微结合"核心素养提供新素材和新视角,对一线实验教学的开展具有借鉴意义.
利用分析与书写有机化学反应机理的方法——箭推法,分析对比氢氧化钠溶液与二氧化碳、二氧化硫、三氧化硫、三氧化二氮、二氧化氮及二氧化氯等常见非金属氧化物反应的机理.经初步分析发现,一些非金属氧化物在与氢氧化钠溶液反应的过程中,经历了类似有机化学反应中碱性条件下的亲核加成反应历程.
This paper reports the teaching reform of polymer chemistry for incorporating ideological and political education into the course, wherein, ideological and political education elements were deeply dug, the concrete ways and methods of “ideological and political education in curriculum” were put forward. The educational function of the curriculum was brought into full play so as to realize the great ideological and political pattern of full education, all-round education and education for all. This paper takes the “microplastics on marine environment demonstration” class for the polymer chemistry major as an example to showcase the case design for political and ideological instruction from five aspects, covering the case theme, teaching targets, teaching methods, teaching course and investigation and analysis of teaching results. The analysis results of practice effect suggested that this demonstration class fully exploits the moral education elements in major courses, improves the ability of college students’ ideological and political, efficiently stimulates students’ learning interests and achieves a good teaching effect.
以技术接受度模型(Technology Acceptance Model,TAM)与 TPACK(Techno-logical Pedagogical Content Knowledge,整合信息技术、教学法、学科内容的知识结构)理论为基础,以手持技术为技术接受度模型与TPACK中的技术对象,利用结构方程模型调查研究H大学化学师范生的手持技术接受度与TPACK的相关性.研究发现:(1)化学师范生对手持技术的行为意愿、感知易用性、主观规范正向影响TPACK的发展;(2)化学师范生对手持技术的感知有用性与自我效能正向影响行为意愿,并能通过行为意愿间接影响TPACK的发展.最后,基于研究结果,提出发挥示范引领作用、重视优质资源的整合应用等提升化学师范生手持技术TPACK的4条建议.
Aiming at the shortcomings of electrochemical corrosion concept teaching, based on the TQVC concept cognitive model of handheld technology digital experiment, a handheld technology digital experiment is designed to promote students’ cognition of electrochemical corrosion concept. Using temperature sensor, redox sensor and pH sensor, the temperature curve, redox potential curve and pH curve of aqueous magnesium self heating package working in solution are measured. The working principle of corrosive galvanic cell, corrosion heat generation principle, the role of slow-release homogenizer and embedding agent and the heating effect of various types of lunch boxes are analyzed by means of multiple characterization. The purpose of this study is to help students understand the essence of electrochemical corrosion from the two-dimensional perspective of device and principle, in order to provide reference for daily teaching.
The application of inquiry-based teaching mode guided by questions is introduced in this paper using the physical chemistry experiment of ferric hydroxide sol electrophoresis as an example. During the experimental processes, students are enthusiastically encouraged to creatively participate in the protocol design and results discussion. We believe that this could provide an reference for promoting the innovation of talent training mode.
The method in the General High School Chemistry Curriculum Standards to measure protein concentrations was based on the determination of free amino groups（as in amino acids or proteins） by measuring the volume or pressure of nitrogen gas formed by reaction with nitrous acid, which was not applicable to proteins with the nitrogen-containing group in the side chain and auxiliary group. Therefore, this method could not be used to detect the protein content, but could be used to determine the hydrolysis degree of proteins. By comparing various methods to quantitatively determine protein content, such as the Kjeldahl method, UV absorbance method, biuret method, bicinchoninic acid（BCA） method, folin-phenol reagent method, and Coomassie brilliant blue（CBB） binding method, the authors suggested that the biuret method should be adopted in general high school chemistry teaching.
将价值塑造、知识传授和能力培养三者融为一体,是课程思政建设的根本任务,也是立德树人的必然要求.主要介绍如何在"目标-方法-评价"三维视角下,创新开展有机合成课程思政教学工作.首先从总体课程教学目标设计入手,构建有机合成知识点与思政映射点相对应的目标体系,同时采用讨论型、探究型、实践型教学方式,实现有机合成课程授课过程中价值引领、知识传授和能力培养有机统一,最终开展课程目标达成度分析,评价有机合成课程思政教学效果.
X射线衍射仪测试实验课受学时和射线装置的限制,学生难以理解仪器的结构、工作原理和工作过程,影响实验教学效果.为了提高实验教学质量,做到学以致用,以Unity3D和Java Web为基础设计开发了 X射线衍射仪仿真实验教学平台.学生既可以在该平台在线演示测试过程和学习X射线衍射仪工作原理,又可以通过该平台的在线考试系统了解自己对相关知识的掌握情况.该平台的使用不仅丰富了 X射线衍射仪测试实验教学的手段和评价体系,而且还有效提升了学生对科研的兴趣和实验动手能力.
为适应大类招生人才培养模式改革需求,提出将最能体现专业内在魅力的高年级化学专业课程向低年级通识教育转变的课内和课外培养方案改革建议,构建"一个结合、两大贯通、三项改革"的通识化实践教学体系,进一步完善大类教育培养方案,使学生在专业分流之时能够全面了解并理性选择专业,合理规划未来职业.
以人教版和鲁科版化学必修教材的习题为研究对象,基于PISA科学素养测评框架中的2个维度(科学能力、科学情境)对习题的提问方式进行分析.研究发现,2个版本教材有9成以上的习题考查"解释科学现象"能力,而考查"评价和设计科学探究"和"科学地解释证据和数据"能力的习题很少;2个版本教材具有情境的习题不到40％,其中,个人化情境和地区化情境较多,全球化情境较少.卡方检验表明,2个版本教材习题考查的科学能力分布存在显著差异,2个版本教材习题的科学情境分布存在显著差异.
介绍了化工原理课程思政的育人目标,据此构建课程内容与育人元素的支撑矩阵;融入绿色工程理念,确定课程对绿色工程十二项原则指标点的支撑;深度融合信息技术,基于原有慕课建设专门的课程思政慕课;以精馏章节为例,分享化工原理课程思政教学案例设计思路和方案.同时,对学生测评和学习成果、育人点、重要性及切入自然性进行调研评价,说明通过课程思政教学实践,在潜移默化中培养学生树立正确的世界观、人生观和价值观.为化工类专业课程思政教学提供参考和借鉴.
