共查询到18条相似文献,搜索用时 15 毫秒
1.
计算分布分数的新方法 总被引:4,自引:0,他引:4
基于代数法建立了一种计算溶液中型体分布分数的新方法。方法仅需对pL及相关lgK作加减和常用对数运算 ,复杂体系也仅需增加少量以 10为底的乘方运算 ,因而方法简便 ,计算结果与传统代数法基本一致 相似文献
2.
3.
4.
5.
6.
7.
通过引入副反应和副反应系数的概念,借助林邦公式的表达形式,讨论了强碱滴定一元弱酸、混合弱酸和多元弱酸滴定误差公式的推导方法,并以实际例题证实所推公式的正确性。 相似文献
8.
9.
10.
通过对ABn(n =1,2… )型化合物溶液中离子平衡体系的分析 ,推导其中各型体摩尔分数的统一公式 ,并分别应用于分析化学的各类计算过程 ,从而对酸碱平衡、络合平衡、沉淀平衡中涉及到单核多级平衡的一些问题作简化的通用处理 相似文献
11.
12.
分布化能模型的理论及其在半焦气化和模拟蒸馏体系中的应用 总被引:6,自引:2,他引:6
通过对分布活化能模型所做的理论分析,给出了失重过程中活化能的解析表达式,阐明了失重实验中升温速率影响失重曲线的基本原理。按照本文给出的活化能求解方法,对大同煤半焦的空气气化动力学和煤焦油馏分的模拟蒸馏过程进行了分析,得到了半焦气化过程和模拟蒸馏过程的活化能变化曲线,与常规动力学分析结果的对比表明,新的DAEM方法能够很好地应用于简单反应体系。 相似文献
13.
14.
15.
华北模拟实验块地大气、降水、地表径流和土壤中的稀土浓度分布及施用农用稀土的影响 总被引:5,自引:1,他引:5
通过模拟实验块地,初步研究了在一个土壤生态系统中稀土的浓度分布以及施用稀土微肥的影响。结果表明:降水、地表径流水溶液中的稀土浓度均为μg/L量级(01~12μg/L),降水中的稀土主要来源于附近地表土壤。大气中的稀土含量随粒径分布有所不同,粒径越小含量越低,且其来源主要是附近的土壤,水可溶性的硝酸稀土微肥在施用后很快转化为水不溶性形态,施加稀土前后实验组表层土壤中稀土含量基本相同。与对照组相比,施加的稀土微肥对地表径流水溶性和悬浮物稀土浓度未产生明显影响。 相似文献
16.
探索了一种以微信公众平台为载体、以案例为启发点、问题为导向,将线上自学、线下讲解和实验训练相结合的多维教学模式,用于无机及分析化学实验教学中。通过期末考试、教学质量评价和问卷调查的方式,从学生学习效果、学习兴趣、能力培养等方面对4个教改班和平行班进行了对比。结果表明,教改班的教学效果明显优于平行班,4个教改班的考试平均分比平行班的平均分高12.6分。新的多维教学模式不仅解决了学生实验效果差、实验室周转紧张等问题,还能充分调动学生学习兴趣、激发实验热情、提升科研素养,为培养创新型人才奠定基础。 相似文献
17.
In this article, the topic of "chemical principles in warmer pad" is used as an example to illustrate how problem-based learning (PBL) and case learning (CL) are used in the teaching of general chemistry. We take the advantages of PBL to arouse the studying interests of students in the casing learning atmosphere. Moreover, the teacher leads the discussion. By using these two teaching methods properly, students' active learning ability, the skills of analyzing and solving problems, as well as the comprehensive practical ability can be improved. 相似文献
18.
Due to the facts that textbook-obedience and termwise experimenting dominate in the general chemistry laboratory classrooms, we have designed and carried out the problem-oriented teaching in order to improve the motivation of learning among the students, where the student-centered exploratory studying and practicing mode is highly desired. Problem-oriented teaching does not lead to exclusive resolutions to specific problems or experiments. Instead, it is supposed to induce multiple choices among student groups to complete experiments or resolve problems, where in-group/between-group discussions and practices would greatly activate the experimenting processes. Therefore, the sense of personal acquisition and self-progression during learning in laboratory classrooms can be easily achieved, while the good laboratory teaching will be realized as well. In this paper, we set up a problem-oriented teaching in optimizing the titration condition during measuring the copper content of K2[Cu(C2O4)2] using PAN (1-(2-pyridylazo)-2-naphthol) as the indicator. Grouping practices and experiments finally produced complementary results, as well as the satisfactory teaching and learning impacts. 相似文献