碳纳米管表面修饰程度对碳纳米管载Pt电催化性能的影响

比较了用不同温度的浓HNO₃处理的碳纳米管(CNTs)作载体的Pt(Pt/CNTs)对甲醇氧化的电催化活性. 结果表明浓HNO₃处理使CNTs表面修饰上的含氧基团对CNTs上沉积Pt粒子的平均粒径有较大影响. 表面修饰程度适当时, 制得的Pt/CNTs中Pt粒子较小, 因此, 对甲醇氧化的电催化活性较高. 而表面修饰程度过大, 易使Pt粒子团聚, 从而降低Pt/CNTs催化剂对甲醇氧化的电化学活性.     

氯化锂为添加剂制得的疏水聚偏氟乙烯不对称微孔膜的形态结构及其膜蒸馏性能

结合膜的形态结构研究了以 LiCl为添加剂制得的疏水 PVDF膜的膜蒸馏性能。与来用水溶液高分子添加剂制得的PVDF微孔膜相比,膜蒸馏性能有了较大提高,尤其具有更高的截留率。制得的微孔膜的蒸馏通量已接近商品膜的膜蒸馏通量,表明以LiCl为添加剂制得的PVDF疏水微孔膜是一种适用于膜蒸馏的较理想的疏水微孔膜。     

Cl+C2H6→HCl+C2H5反应的准经典轨线研究

用三原子模型的准经典轨线方法研究了Ｃｌ与Ｃ２Ｈ６（ｖ＝０，ｊ）的反应。计算结果表明，反应产物ＨＣｌ的角度分布基本上为各向同性，其振动分布处于基态，与实验结果相一致。对反应轨线的研究表明，该反应为一直接反应，而且反应碰撞在低及高的碰撞参数下的机理不一样，在低碰撞参数下反应碰撞是直接完成的，产物ＨＣｌ以向后散射为主，转动基本上是冷的，但比高碰撞参数下的热。在高的碰撞参数下则生成短寿命的碰撞复合物，产物     

8—氮鸟嘌呤的极谱伏安行为

用循环伏安法（ＣＶ）、电流采样极诸法（ＳＣＰ，即ＴＡＳＴ）、常规脉冲极谱法（ＮＰＰ）、微分脉冲极谱法（ＤＰＰ）、线性扫描伏安法（ＬＳＶ）、Ｏｓｔｅｒｙｏｕｎｇ方波伏安法（ＯＳＷＶ）和计时库仑法（ＣＣ）等电化学技术研究了抗癌药物８－氮鸟嘌呤（８－ａｚａｇｕａｎｉｎｅ，ｇｕａｎａｚｏｌｏ，简称８－ＡＧ）的极谱伏安行为．在 ０． １ｍｏｌ／Ｌ Ｈ２ＳＯ４底液中，８－ＡＧ有一良好的还原峰，峰电位（Ｅｐ）在－０． ９５Ｖ（ｖｓ．Ａｇ／ＡｇＣｌ，下同）附近，８－ＡＧ浓度在４×１０－６～８×１０－４ｍｏｌ／Ｌ范围内．峰高与浓度有良好的线性关系，线性相关系数ｒ＝０．９９９９～０．９９１０，检出限为１× １０－６ｍｏｌ／Ｌ．实验证明了该峰具有吸附性．本文提出了电极反应机理，它包括：酸性介质中８－ＡＧ的质子化、质子化的８－ＡＧ在汞电极上吸附以及完全不可逆的两电子还原过程．同时用量子化学计算方法（全略微分重叠法即ＣＮＤＯ／２）对８－ＡＧ和鸟嘌呤的各原子的净电荷以及Ｗｉｂｅｒｇ键级进行了计算，从理论上解释了８－ＡＧ的电化学还原机理。     

1—酰基—4—氯环己烷与取代芳烃的区域与立体选择性反应

从环己烯合成了１－酰基－４－氯环己烷，发现在其在ＡｌＣｌ３催化与苯，氯苯，溴苯等优先生成反式１－芳基－４－酰基环己烷，与联苯反应时选择性较差。     

二(2,4,4-三甲基戊基)膦酸-上胺205-正庚烷乳状液膜分离钪(Ⅲ)、铁(Ⅲ)和镥(Ⅲ)

本文研究了二（2，4，4-三甲基戊基）膦酸（Cyanex272）-上胺205-正庚烷乳状液膜分离Sc（Ⅲ）、Fe（Ⅲ）和Lu（Ⅲ）。考察了外相酸度、表面活性剂浓度、流动载体浓度及内相盐酸浓度对Sc（Ⅲ）迁移的影响。并探讨了该液膜体系分离Sc（Ⅲ）、Fe（Ⅲ）和Lu（Ⅲ）的可能性，结果表明，该体系对于稀土矿中Sc（Ⅲ）的分离与分析有良好的应用前景。     

生物质能源的开发与利用

本文概述了生物质能源的特征以及发展生物质能源的意义,综述了国内外生物质能源开发与利用的现状,简介了中国石油天然气股份有限公司生物质能源的发展思路、部署及工作进展.中国石油天然气股份有限公司生物质能源发展策略重点放在发展生物柴油和燃料乙醇.本文结合公司生物质能源长期发展战略以及实际工作开展情况分别从生物柴油、燃料乙醇两个方面详细探讨了所面临的生物质能源化工关键技术的需求,并提出相关发展建议.     

ELECTROCHEMICAL POLYMERIZATION OF ANILINE IN PHOSPHORIC ACID AND THE PROPERTIES OF POLYANILINE

The behavior of the electrochemical polymerization of aniline in a weak acid, phosphoric acid, is very similar to that in strong acids, i.e. its polymerization rate increases quickly with the electrolysis time. The FTIR spectra of polyaniline samples synthesized in phosphoric acid indicate that the counter ion H2PO4^- is present in both the oxidized form and the reduced form of polyaniline. The counter ion plays an important role in adjusting the pH value at the electrode surface of polyaniline during the oxidation and reduction processes. As a result, a pair of redox peaks still appear in cyclic voltammograms of polyaniline in a solution of sodium sulfate of pH 5.5 and in a solution of NaH2PO4 of pH 7.0,respectively, at low potential scan rate; and the color of polyaniline film also changes with applied potential at pH 7.0. Thus,the pH region for the electrochemical activity and the electrochromism of polyaniline is extended to pH 5.5 for a solution of sodium sulfate and to pH 7.0 for a solution of NaH2PO4. The conductivity of polyaniline is 3.3 S cm^-1, depending on the concentration of phosphoric acid used in the stage of polymerization of aniline. The result of elemental analysis of polyaniline is presented here.     

An efficient synthesis of a hexasaccharide—the repeating unit of the exopolysaccharide from Cryptococcus neoformans serovar A

A general method for the synthesis of 2-xylose or glucuronic acid branched (1→3)-linked mannose oligosaccharides has been developed. As a typical example, the synthesis of the methyl glycoside of β-d-GlcpA-(1→2)-α-d-Manp-(1→3)-[β-d-Xylp-(1→2)-]α-d-Manp-(1→3)-[β-d-Xylp-(1→2)-]α-d-Manp, the repeating unit of the exopolysaccharide from Cryptococcus neoformans serovar A, was achieved in a regio- and stereoselective manner.     

以学生为中心的物理化学远程教学初探

During the fight against the new coronavirus epidemic, the "Physical Chemistry" team of Beijing Normal University used various network platforms and tools, such as MOOC of China University, Rain Classroom and WeChat Group in the teaching process. The exploration and practice of online learning of "Physical Chemistry" is carried out based on MOOC teaching, with student learning as the center and teacher guidance as the support. Taking the most difficult chapter of "fundamentals for statistical thermodynamic" as an example, we designed a complex teaching program that includes previews, watching MOOC videos in class, real-time online exercises, teachers' answers, and after-class reflection and questioning. The students were encouraged to learn independently through the reserved information, designed activities and assignments. Practice shows that the online course has cultivated the students' self-management ability, trained their critical thinking skills, and achieved good teaching results.