遗传算法在分析化学中的应用

遗传算法是基于自然界生物进化基本法进而发展起来的一类新算法，在优化过程中，它无需体系的选验知识，能在许多局部较优中找到全局最优点，是一种全局最优化方法，能有效地处理复杂的非线性问题，有广阔的发展前景，目前在分析化学领域已经有多方面应用，本文简要地介绍遗传算法的原理及其在分析化学等方面的若干应用。     

计算机在分析化学中的应用——分析化学中的数值方法(Ⅴ)

本文介绍了线性拟合和多项式拟合的方法及其在分析化学中的应用示例。文中给出了分析化学中拟合标准曲线方程、由光度法测量数据计算一元酸离解常数、用多项式拟合法进行转子流量计的校准等的方法、程序及应用实例。     

遗传算法及其在分析化学中的应用

遗传算法是模拟生物群体遗传滨基本原理解决问题的一种高效优化方法。本文综述了遗传算法的基本原理、基本过程、发展现状及其在分析化学中的应用。     

Origin自定义非线性拟合在分析化学实验中的应用

介绍了Origin软件中用户自定义非线性拟合功能的使用方法,并结合实例讨论如何应用非线性拟合对分析化学实验数据进行处理。结果表明,该方法能准确计算实验结果、对实验数据进行评价,同时还可方便得到绘制的图表,应在分析化学实验教学中推广应用。     

Mittag-Leffler函数及其在粘弹性应力松弛中的应用

Mittag-Leffler函数在分数阶粘弹理论中起着重要作用. 我们对该函数的计算及收敛性进行了分析; 利用遗传算法结合共轭梯度法, 提出了对广义函数进行非线性参数拟合的方法. 用分数Maxwell模型对强弱、硬柔具有显著差别的塑料、玻璃态合金及聚合物近熔体的应力松弛过程进行了研究.     

基于Excel的分析化学实验课程成绩评价系统构建与应用

借助Excel的自编公式、IF函数和跨工作表求和功能构建了分析化学实验课程成绩评价系统,研究了分析化学实验课程成绩评价系统的影响指标和指标权重,并运用该系统对学生课程成绩进行了评价,效果良好。     

基于改进排序遗传算法的径向基函数神经网络色谱峰解析

构造了以塔板模型为基函数的径向函数神经网络（P－RBFNN），为了使P－RBFNN具有结构重组能力，又在网络学习算法中引入鲁棒（Rubust)和随机全局最优的两阶段排序遗传算法：结构学习和进化。P－RBFNN结合改进的排序遗传算法很适合组分数未知的色谱（含重叠）峰解析。     

中国化学会分析化学委员会关于申请“分析化学基础研究梁树权奖”的通知

分析化学基础研究梁树权奖是以已故的我国著名分析化学家梁树权先生命名的分析化学领域的最高奖项。本奖项旨在鼓励我国中青年分析化学工作者献身于分析化学学科的基础研究和教育工作，培养优秀人才，促进和推动我国分析化学学科的发展。     

中国化学会分析化学委员会关于申请“分析化学基础研究梁树权奖”的通知

分析化学基础研究梁树权奖是以我国著名分析化学家梁树权先生命名的分析化学领域的最高奖项。本奖项旨在鼓励我国中、青年分析化学工作者献身于分析化学学科的基础研究和教育工作，培养优秀人才，促进和推动我国分析化学学科的发展。     

中国化学会分析化学委员会关于申请“分析化学基础研究梁树权奖”的通知

分析化学基础研究梁树权奖是以我国著名分析化学家梁树权先生命名的分析化学领域的最高奖项。本奖项旨在鼓励我国中、青年分析化学工作者献身于分析化学学科的基础研究和教育工作，培养优秀人才，促进和推动我国分析化学学科的发展。     

分析化学中的非线性校准

对分析化学中的非线性校准作了系统的讨论，对近年来分析化学中非线性及有关问题的方法和研究进展作了较全面的评述，各种非线性校准方法可不同程度地成功地用于解决非线性问题，迄今为止，人工神经网络（ＡＮＮ）被认为是解决非线性校准问题的最优方法之一。     

Artificial neural networks in foodstuff analyses: Trends and perspectives A review

Artificial neural networks are a family of non-linear computational methods, loosely inspired by the human brain, that have found application in an increasing number of fields of analytical chemistry and specifically of food control. In this review, the main neural network architectures are described and examples of their application to solve food analytical problems are presented, together with some considerations about their uses and misuses.     

Teaching the integrated and modern perspectives of analytical chemistry

The present situation of analytical chemistry teaching within a chemistry curriculum is exemplified by the reformed chemistry curriculum in Germany. This approach is contrasted with teaching analytical chemistry within a novel curriculum in natural sciences termed 'applied science'. The latter curriculum ensures a superior education in chemistry, physics, biology, mathematics and information science, thus gaining an integrated perspective of analytical chemistry.     

Teaching the integrated and modern perspectives of analytical chemistry

The present situation of analytical chemistry teaching within a chemistry curriculum is exemplified by the reformed chemistry curriculum in Germany. This approach is contrasted with teaching analytical chemistry within a novel curriculum in natural sciences termed ‘applied science’. The latter curriculum ensures a superior education in chemistry, physics, biology, mathematics and information science, thus gaining an integrated perspective of analytical chemistry.     

Modern analytical chemistry education in Europe at university level

Stimulated by the rapid growth of analytical chemistry in research and development, a discussion on the past, present and future role of analytical chemistry as part of the chemistry curricula at European universities is presented in this article. The present status of analytical chemistry curricula is described, based on a recent investigation of the Working Party on Analytical Chemistry (WPAC) of the Federation of European Chemical Societies (FECS) at 229 European universities. The evaluation of the questionnaires has been done for all institutions together, as well as for the 119 institutions with a separate chair or department of analytical chemistry and the 110 institutions without such a separate chair. The distribution of teaching hours between the classical and modern fields is generally significantly better and more flexible to new developments (like chemometrics, environmental and material sciences) at institutions with an own chair of analytical chemistry. This survey is also a key to earlier reviews on education in analytical chemistry stimulated and published by WPAC-members.     

Analytical Chemistry in Australia

Abstract

Analytical chemistry in Australia is alive, but its current development can be likened to that of a young and vigorous infant who needs assured supplies of food, a favourable environment and some sound guidance for growth and eventual maturity. That analytical chemistry exists in Australia and is healthy, has occurred despite the existence of most of the 19 universities in Australia! Sweden, with a population of 8.5 million, has 10 chairs in analytical chemistry in 5 main universities and analytical chemistry has been an acknowledged branch of chemistry at Swedish universities since 1960¹. Australia, with a population of 13.5 million and reasonably comparable standard of living and industrial development, has only one chair in analytical chemistry (at The University of New South Wales) in its 19 universities. However, 4 of the remaining universities (Newcastle, La Trobe, Tasmania and Queensland) have a strong interest in analytical chemistry, which is somewhat difficult to discern by the incorporation of analytical chemistry in either general chemistry or inorganic chemistry departments.     

现代分析化学课程教学改革与实践

Modern analytical chemistry is the important professional course for graduate students of analytical chemistry and the related majors. It is the continuation and promotion of knowledge of analytical chemistry course and the key course to improve the scientific research ability of students. The course includes modern separation science, modern electroanalytical chemistry, modern photoanalytical chemistry and advanced analytical chemistry. It is an important guarantee for improving teaching quality to carry out teaching reform of modern analytical chemistry. In the paper, starting from the construction of teaching team, the modern analytical chemistry course group including four courses was set up for the first time. The course contents are reorganized. The teaching methods are optimized and coordinated. The courses are constructed collectively, including reforming the teaching mode and teaching method, editing textbook appropriately and setting up website with a variety of teaching materials. Therefore, the teaching quality can be guaranteed and the disciplinary fundamentals for research work of students can be strengthened.     

分析化学的第二个春天

从研究分析化学的历史发展入手，以大量历史事实为根据，指出分析化学曾经历过两次重大变革。第一次变革(19世纪末至20世纪初)使分析化学从分析化学家的技艺发展为科学；第二次变革(20世纪70年代迄今)则使分析化学进入了分析化学家重新当家作主的、欣欣向荣的“第二个春天”。     

分析化学专业研究生专业课程改革的探索——以电子技术课程为例

在分析化学发展到分析科学阶段的今天,人才培养模式也应从传统的"使用分析仪器"逐渐朝着既会"使用分析仪器"又懂得"分析仪器设计制造方法"的目标改进。本文以电子技术课程为例,针对分析化学专业的硕士生设计了课程内容,教学方式灵活,实验课题开放,并注重能力培养,经过两年的电子技术课程实践,摸索了一些经验。     

案例教学法在分析化学理论教学中的实践研究

研究了案例教学法在分析化学理论教学中的实践,内容包括案例选材、设计、实施和案例模型评估。案例教学法模式在促进学生扎实学习理论知识的同时,改进学生对于分析化学课程的认知,提高学生的专业技能。案例教学法在分析化学理论教学中的实践可以在教师教学和学生学习之间建立良好的互动关系,并最终改善分析化学课程教学。