近年来,思政课程已在大学、 中小学教育领域百家争鸣,百花齐放.在此背景下,围绕课程教学目标,在物理化学实验教学设计中将专业知识技能与思政知识有机结合,将立德树人理念贯穿全教学过程,综合制定了融入思政元素的考查方法,积极引导大学生树立符合时代发展的世界观、 人生观、 价值观,培养良好的思想品质和职业道德.

介绍水相中进行的选择性氧化双官能团化合物的实验教学设计.以过氧化氢为绿色氧化剂,在钨酸钠和相转移催化剂存在下,通过对 1-苯基丁-3-烯-1-醇的羟基进行选择性氧化,制备了高烯丙基酮—1-苯基丁-3-烯-1-酮.本实验紧密结合绿色化学理念,涉及水相反应、相转移催化、反应的化学选择性等概念和薄层色谱、分子结构波谱分析等操作.对于学生多步反应有机合成综合能力、环保意识和创新精神的培养具有良好的效果.

结合科研成果及实验教学经验,对有机化学实验中传统的甲基化反应实验进行改进.教材中涉及的传统甲基化试剂具有毒性大等缺点,不利于实验教学的实施.因此,提出使用三氟乙酸甲酯取代传统甲基化试剂,应用于本科有机化学实验教学中,加强学生对甲基化反应理论知识的理解.本实验结合新颖的科研内容,引入科研实验的设计思路,不仅有利于学生更好地掌握理论知识,而且有利于激发学生对科学研究的兴趣,提高学生的综合素养.

以苯甲醛和丙酮为原料,利用Robinson增环反应先制备3-甲基-5-苯基环己-2-烯-1-酮,再引导学生设计并研究了水相绿色氧化3-甲基-5-苯基环己-2-烯-1-酮合成联苯类化合物3-乙氧基-5-甲基-1,1'-联苯的影响因素,利用核磁共振确定了产物结构.该研究性实验教学以绿色化学为中心,结合了 2步连续反应,产物易提纯且产率高,并开展了开放式大型分析仪器教学和测试,对学生有机合成实验能力和科学研究能力的培养具有很好的教学效果.

以硝酸铋与磷钼酸为原料,通过水热反应制备高催化活性光催化剂,应用X射线衍射和扫描电子显微镜进行材料表征,通过以氙灯为光源研究材料对四环素的表面光催化降解的特性.本实验涉及无机纳米材料的水热合成、结构表征以及有机类污染物光催化降解应用,将无机化学、物理化学、有机化学和分析化学的理论内容、实验方法与科学研究前沿相结合,能够全方位提升本科大学生的综合实验技能及科学研究水平.

采用自组装法,以十六烷基三甲基溴化胺、Bi(NO3)3和纯氮化碳为原料制取g-C3N4/Bi2O2CO3复合材料,考察了其在LED光照射下,不同甲基橙初始浓度、催化剂摩尔配比、催化剂用量、实验时间等因素对光催化降解甲基橙的影响.通过设计单因素实验以及正交实验优化降解条件.结果表明,在甲基橙初始浓度为15mg·L-1、催化剂摩尔配比为1:1、复合材料用量为2.0g·L-1、实验时间70min时,降解率最高可达到91.13％.并对该反应进行了动力学研究,结果表现为该反应满足一级反应的动力学特征,其动力学反应方程为:lnc=-0.0795t+2.595.

本文是在建设高水平理工科大学的背景下,以广东石油化工学院为例,提升教学和科研水平为驱动,提出关于高校教师教学与科研协调发展的解决方案.教学与科研是大学教育的两项重要任务,教学与科研的协调发展不仅促进高校教学质量的提高和科研水平的提升,而且对高水平理工科大学的建设具有重要的推动作用.就此问题,本文分析了高校教师教学与科研的密切关系,并探讨了教学与科研协调发展的四大措施.

在大学有机化学的经典实验“从茶叶中提取咖啡因”的基础上,设计了以氰乙酸与二甲基脲为原料的“咖啡因的化学合成与表征”综合性实验.该实验操作过程易于控制,重复性较好,通过熔点、紫外、红外、核磁共振、质谱等手段对产物进行了结构表征.通过该实验,学生不仅可以巩固蒸馏、过滤及重结晶等基本实验操作,而且有助于提高对有机化合物合成研究过程的认识,有利于学生综合实验能力的培养.

New-fashioned bismuth silver oxide (BSO) perovskite nano-catalysts have been synthesized by a simple and easy co-deposition method, with silver nitrate and bismuth acid sodium as raw materials. Photocatalytic degradation characteristics of tetracycline under UV irradiation and structural transformation on BSO have been studied systematically. The degradation conditions were optimized by single factor experiment and orthogonal experiment. The results show that the highest degradation rate can reach 95.79% and the first-order reaction rate coefficient k = 0.0361 min − 1 . During the recycle photocatalytic process, the material structural transformation (BSO is gradually transformed into highly active Bi 2 O 2 CO 3 after multiple degradation) of the catalyst has been systematically studied.

本实验采用热缩聚合法,以三聚氰胺为原料制备石墨相氮化碳(g-C3N4).以g-C3N4为光催化剂,LED光源下进行降解四环素的研究.考察四环素初始浓度、催化剂用量、溶液初始温度、初始pH值等因素对光催化降解的影响.并通过正交实验优化其降解条件.实验结果表明:在四环素初始浓度为60mg·L-1、催化剂用量为25mg·L-1、实验初始温度为24℃、溶液初始pH值为9,降解率最高可达到85.89％.

以五水硝酸铋和无水钼酸钠为反应原料,采用水热法制备钼酸铋(Bi2 MoO6).以制得的钼酸铋作为光催化剂,次甲基蓝为模拟染料,LED灯为光源,考察钼酸铋用量、次甲基蓝初始质量浓度、温度等因素,对光催化降解次甲基蓝的影响.结果表明,次甲基蓝初始质量浓度为5 mg/L、钼酸铋用量为50 mg/L、温度为室温(27℃)时,降解率可达98.27％.

本文采用"任务驱动教学法"进行物理化学教学,以学生为主体,通过设立让学生课上自主总结讲述这一教学环节,让学生自主构建知识体系,高效实现了教学目标.同时,也培养了学生的多方面能力.

创新能力是民族进步的灵魂、经济竞争的核心.化学综合设计实验教学是理工科高校化学类专业的基础实践课之一,是培养学生实践能力和创新能力的一个重要环节.基于OBE教育理念和化学综合设计实验课程的特点,对化学综合设计实验教学环节存在的一些问题进行分析,并提出改进的一些有益措施,以期为高素质创新应用性人才的培养提供参考.

Zeolites were synthesized by NaOH fusion-hydrothermal synthesis under different conditions with oil shale ash as raw material.The morphology,surface structure and average pore size of product were characterized by scanning electron microscope(SEM) and surface area analyzer.Its adsorption ability to Cr(Ⅵ)was also studied.The experimental results showed that the best adsorption effect of Cr(Ⅵ) can be obtained when the mass fraction of sodium hydroxide to shale ash was 2∶1,n (H2O) ∶n (Na2O) =40 and crystallization of zeolite after aging 6 h at room temperature.The results of SEM and BET indicated that under those conditions,the surface of the zeolite was looser and there were more channels.Therefore,it made its adsorption of Cr(Ⅵ) easier.This adsorption process was in conformity with the isothermal adsorption equation of Freundlich.

A bimetallic carbide enhanced nitrogen/phosphor co-doped graphite nanocomposite (Co3W3C/NPG) is proposed for the first time as a highly active and stable non-noble-metal catalyst for the oxygen reduction reaction (ORR). The newly multi-component Co3W3C/NPG catalysts presented a high on-set potential of 0.92 V and little decreased half-wave potential of 5 mV after 8000 cycles in the O2-saturated 0.1 M HClO4 electrolyte. The electron transfer number was calculated to be above 3.9 before and after 8000 cycles, indicating that the Co3W3C/NPG catalyst behaves as a steady 4e oxygen reductant in acidic medium.

Using bagasse modified by zinc chloride mixed with potassium permanganate as the adsorbent, the adsorption of Cr(Ⅵ) in solution was studied, and the modified bagasse was characterized by FT-IR. The re-sults showed that, when the solution volume was 50 mL, the adsorbent dosage was 0.6 g, the initial mass concen-tration of Cr(Ⅵ) of the solution was 20 mg/L, the adsorption time was 8 h, the adsorption temperature was 50℃, the degradation rate of Cr(Ⅵ) reached 90.02%. The FT-IR spectrum showed that, through the modification, the—OH concentration was increased, and then, the adsorption rate was improved also.

有机化学实验课是应用型人才培养的一条重要途径.本文结合地方应用型本科大学学生特点和有机化学实验课程的特点,将慕课资源引入到有机化学实验的教学中,引导学生自主学习.慕课资源的选择、教学实施、教学效果和存在的问题与启示等方面进行了探讨.结果显示,基于慕课平台的学生自主学习为主的教学方法,提高了学生探究问题、解决问题的能力,有利于应用型人才的培养.

结合砂芯漏斗、火胶棉和羊皮纸的特点,制作了一种火胶棉/羊皮纸/砂芯抽滤渗析装置,将其应用于氢氧化铁胶体的纯化.该方法对氢氧化铁胶体纯化时间可缩短至1～2h,已纯化溶胶的电导率稳定,电泳移动距离明显,胶体界面清晰,电泳效果好.

翻转课堂利用现代网络信息平台,重构物理化学教学模式.成功的翻转课堂有利于培养学生的创新能力,激发学生的学习兴趣,提高学生分析问题和解决问题的能力.在实施翻转课堂教学过程中需要从学生、教师、信息网络平台和评价等方面注意一些问题.

Using glucose as raw material,activated carbon with high specific surface area was prepared by KOH activation method and assembled with this electrode material.The electric double layer capacitor is made.The electrochemical properties,surface morphology and structure of the materials were studied by scanning electron microscopy (SEM),AC impedance,X-ray diffraction (XRD),constant current charge discharge and cyclic voltammerry (CV).The results show that the current of the material capacitor is 1A,the specific capacitance is 156F·g-1,it shows better capacitance performance in 1mol·L-1 KOH aqueous electrolyte,and has high application prospect.