香芹酮的选择性环氧化

选择性是有机化学的核心概念之一,也是有机化学研究的关键问题之一。本实验以左旋香芹酮为原料,利用其两个碳碳双键性质的不同,使用两种不同的氧化方式进行选择性环氧化;对香芹酮两个碳碳双键的环氧化体现出化学选择性,而对应的产物是否为异构体混合物则体现出立体选择性。整个实验使用的原料和试剂便宜易得,反应操作简单且后处理容易,产物收率较高,适合本科有机化学实验教学,可帮助学生加深对化学选择性和立体选择性的认识和理解。     

非化学专业有机化学实验教学中对学生科研思维的培养

研究型大学对学生科研思维的培养至关重要,有机化学实验作为近化学专业类学生重要的基础实验课程,对学生操作技能、创新能力和科研思维培养有重要作用。本文以非化学专业本科生有机化学实验"大学化学实验(O)"的教学实践为例,从学生学习方式、教师教学方法、实验教学内容设置等方面阐述如何在教学过程中完成对学生科研思维的培养。     

《化学基本操作技术实验》

化学实验教材编写组编本书是适应化学实验教学改革的发展需要,构建“基本操作—物质合成—物性测试及表征—综合与设计实验”为主线的项目化实验教学体系;打破化学学科实验的边界,反映了化学实验内容层次性,让学生直观理解化学实验的全部概貌。化学基本操作技术实验全书共51个基本操作技术实验,涉及无机化学、分析化学、有机化学等三个部分基本操作技     

建设有机化学实验教学新体系的探索与实践

针对传统有机化学实验教材和教学中存在的问题,对有机化学实验教学体系进行了重新设计,构建了循序渐进的“基础、综合和设计”三层次实验教学模式,并在教学过程中积极引入最新研究成果,渗透绿色化学思想。突出培养了学生的创新能力和综合素质,增强了学生的环保意识,提高了有机化学实验的教学质量。     

YZS-3型液相制备色谱仪的研制

一、概 述 在有机化学、药物化学、生物化学、食品、染料、能源与环境化学等许多科学领域的研究工作中,经常遇到混合物分离问题,特别是难分离的组分用一般的分离方法很难得到满意的结果。目前,液相制备色谱法是     

有机化学知识在高分子材料合成创新实验中的运用——分享几个实例

针对目前教学中存在的理论课程之间、实验课程与理论课程之间关联不够紧密等问题,探索了通过"知识关联"将有机化学基本知识运用到高分子材料合成创新实验中的教学思路。以新试剂合成及应用、荧光聚酯合成、聚酰胺合成、聚酯水解等为例,介绍了如何将有机化学新理论、新方法、新试剂应用于本科高分子化学和高分子材料实验教学,以及如何将有机化学的理论知识和实验手段应用于高分子材料合成教学中。实践表明:通过"知识关联",将有机化学基础理论知识和实验技能应用于高分子合成实验中可以提高学生对所学知识的理解和运用能力,增强学生的实验探索兴趣,有效改进了高分子材料合成实验教学的课堂气氛。     

推荐一个有机化学合成实验:3,3'-(苯亚甲基)双吲哚的制备

本文介绍了3,3'-(苯亚甲基)双吲哚的制备和柱层析分离实验的原理和操作步骤。该实验具有以下特点:(1)反应时间短,30min左右便可完成;(2)产物为粉红色,在进行硅胶板层析和层析柱时比较直观,适合于学生的实验教学;(3)反应物、催化剂和产物的极性相差很大,容易进行柱层析分离产物。该实验特别适合于综合性大学和地方高等师范院校化学和相关本科专业的"有机化学实验"或"综合化学实验"进行开设。     

推荐一个有机化学合成实验:3,3’-(苯亚甲基)双吲哚的制备

本文介绍了3,3’-(苯亚甲基)双吲哚的制备和柱层析分离实验的原理和操作步骤。该实验具有以下特点:(1)反应时间短,30min左右便可完成;(2)产物为粉红色,在进行硅胶板层析和层析柱时比较直观,适合于学生的实验教学;(3)反应物、催化剂和产物的极性相差很大,容易进行柱层析分离产物。该实验特别适合于综合性大学和地方高等师范院校化学和相关本科专业的"有机化学实验"或"综合化学实验"进行开设。     

3,3'-(苯亚甲基)双吲哚的制备―一个推荐的有机化学合成实验

本文介绍了3,3’-(苯亚甲基)双吲哚的制备和柱层析分离实验的原理和操作步骤。该实验具有以下特点:(1)反应时间短,30min左右便可完成;(2)产物为粉红色,在进行硅胶板层析和层析柱时比较直观,适合于学生的实验教学;(3)反应物、催化剂和产物的极性相差很大,容易进行柱层析分离产物。该实验特别适合于综合性大学和地方高等师范院校化学和相关本科专业的"有机化学实验"或"综合化学实验"进行开设。     

有机化学实验教学内容改革笔谈

有机化学实验是化学、化工、制药及其他近化学类专业学生必修的一门基础实验课程,对增强学生动手能力、培育创新思维有不可替代的作用。本文以八个具体的实验为实例,介绍了随着时代变迁和人才培养规格的变化,有机化学实验课程建设、教学内容改革的情况,从早期简单的过程模仿、性质鉴定、基本操作实验,发展为现有的“基础规范性实验–综合设计性实验–研究探索性实验”三层次实验,并经实践检验行之有效,使实验教学形式更丰富、内容更充实、手段更新颖,更加有利于学生的多样化成才,教学质量和教师的教研水平得到极大提高。     

Evaluation of separation and purification processes in the antibiotic industry

Antibiotic production is a complex capital intensive process, which divides naturally into two segments, fermentation and separation/purification. The separation and purification section is very large as a result of the number of processing steps required (up to 60) and the need to purify and recycle large quantities of organic solvents. Separation and purification is not generic within the antibiotic industry. Not only does each individual antibiotic require a different separation process, but also there are many different separation schemes in use for the same antibiotic. Much research is currently in progress on three relatively new separation techniques on a commercial level, which may lead to substantial reductions in the complexity of the process; chromatography (both conventional preparative HPLC and annular chromatography), supercritical extraction, and various membrane processes.     

“线上线下-虚实结合”在有机化学实验教学中的应用探索——以正溴丁烷的制备实验为例

In response to the impact of the Covid-19 epidemic on organic chemistry laboratory teaching, this article analyzes and discusses the current limitation of traditional organic chemistry laboratory teaching. Taking the "preparation of n-bromobutane" as an example, a new "online-offline and virtual-actual combination" teaching mode with the combination of "Tencent Meeting, MLabs, laboratory and WeChat group" is introduced. The practice of the new mode of teaching includes the following steps: pre-class online guiding by teacher, student preview and practice based on the virtual simulation platform, students and teacher discussion and operation in laboratory, and post-classcomprehensive assessment and Q&A", and good teaching effects have been received. It is significant in cultivating and improving the independent innovation and practical ability, and provides reference for the organic chemistry laboratory teaching reform and also lays a foundation for the construction of "outstanding course" of organic chemistry.     

Nucleoside Chemistry and Flash Chromatography: An Integrated Approach to Teaching an Organic Chemistry Laboratory

We report here the development of an integrated approach to teaching an organic chemistry laboratory. The laboratory exercise focused on the syntheses of two modified nucleosides and used the syntheses as a vehicle to teach organic chemistry from the point of view of how science is done in the real world. The project not only taught advanced organic bench techniques, but also drew heavily from the basics of molecular biology. The laboratory exercise was taken from the work accomplished in an industrial research laboratory and introduced during the spring semester of 1998. Each three person group was provided with a file containing the relevant literature and given the task of completing the synthesis and purification in a three week period. The groups were encouraged to handle the science and chemistry in a manner similar to a research group in an industrial or academic setting. Each group presented their results in a written paper and an oral presentation.     

面向工程教育专业认证的有机化学实验微课混合式教学模式探索

According to the latest requirements of engineering education professional certification of chemical engineering and technology specialty on organic chemistry laboratory, current situation and problems of organic chemistry laboratory in Jianghan University are discussed from the perspective of teaching mode, teaching content, teachers and students. This paper has explored the blended teaching mode combining the online teaching with the traditional teaching. This teaching mode is successfully applied to the course of organic chemistry laboratory. It has been proved that this teaching mode improved the teaching quality, enhanced the classroom efficiency, achieved the teaching objectives, as well as met the requirements in the engineering education professional certification.     

浅谈制药工程专业有机化学实验教学的心得和体会——以三苯甲醇的制备和重结晶实验为例

有机化学实验是制药工程专业的一门必修课,旨在训练学生有机合成基本实验技能。本文以三苯甲醇的制备和重结晶实验为例,讲述了笔者在多年教学中获得的一点感悟和经验:1)将实验步骤分解成片断讲解可以使学生更好地理解和记忆实验过程和操作目的;2)重要的基本操作应反复练习,即"学习、复习、提高",通过三次重复练习来实现巩固和熟练掌握该操作的目的。     

一体化教学体系在有机化学实验课程中的实践

本文主要介绍有机化学实验课程中"教、学、实践"一体化教学体系的构建,并探讨该一体化教学体系有效服务于"教师教学"和"学生学习"两个中心的实践运用。     

有机天然产物化学实验的教学改革与实践

Natural product chemistry experiments, which train the students to master the basic skills for extraction, separation and identification of the active components of natural products, and acquaint with the research methods of natural product chemistry, are an important part of organic chemistry laboratory. This paper analyzes the common problems related to the current natural products chemistry laboratories in domestic universities. In recent years, we carried out the reforms of the teaching contents, teaching conditions, and teaching methods. The teaching practices show that the students' learning interest and efficiency, the abilities to analyze and solve problems, and the scientific research abilities have been trained and strengthened. The teachers' experimental teaching level and teaching quality have been greatly improved.     

"基础学科拔尖学生培养试验计划"中的有机模块化实验探索

In recent years, some innovations have been explored in laboratory teaching of basic organic chemistry based on program of "Top Talent Training Program". This paper discussed and reflected moduling experiment of organic chemistry for this Top Talent Training Program, including experiment objectives, moduling experiment design, conduct of moduling experiment, lessons and prospects.     

有机合成化学"三位一体"混合教学模式探索与实践

In order to improve the quality of teaching and cultivate chemical innovation talents in university for nationalities, in the course of organic synthetic chemistry curriculum construction, efforts were made to overcome problems such as the single teaching objective, abstract and boring teaching content, tedious and relatively dull teaching methods and low enthusiasm for students' learning, etc. According to the study rule of "before class-on class-after class", the trinity mixed teaching mode of "teaching goal-teaching means-practice examination" was constructed. Through the construction of the "teaching goal-teaching means-innovative practice" trinity mixed teaching mode, we refined teaching objectives, optimized teaching methods, implemented small classes, improved assessment methods, designed comprehensive laboratory programs, reinforced practices, and reformed the assessment measures. Discussion on teaching reform and practice of organic synthetic chemistry was carried out from multiple perspectives. Through the practice of teaching reform, the teaching effect has been improved, the enthusiasm of students to learn organic synthetic chemistry has been improved, and the expected effect of cultivating students' innovative ability has been achieved.