应用化学专业《高分子物理》教学的几点体会

高分子科学已在各个学科广泛渗透,鉴于此,《高分子物理》被设置为天津大学理学院应用化学专业的专业基础课。但相对于高分子专业,应用化学专业《高分子物理》课程存在着课时少、无实验环节的不足。本文介绍了作者在应用化学专业《高分子物理》教学中采取的一些措施,如依据专业特点精选教学内容,弱化次要内容和公式推导;演示实验、实物教学、多媒体教学和问题驱动教学相结合;加强理论与应用的联系;将高分子学科史知识和人文精神融合到课堂中等。     

注重基础促进交叉尊重选择培育英才 ——北京大学化学学科"拔尖计划"十年

北京大学化学与分子工程学院在实施基础学科拔尖学生培养计划过程中,实行动态管理制度,低年级统一培养,高年级通过制定个性化教学方案和参加科研训练的办法遴选拔尖学生,探索"扎根课堂打好基础,依托科研提高能力,着眼交流开阔眼界"的培养模式,实现"以高水平科研带动创新人才培养"的目标。在基础核心课程中设置平行的英文班和阅读讨论班以适应不同学生的需求。2016年,随着北京大学综合改革计划的推进,进一步明确了"一体化、多层次、开放式、重基础、求创新"的教学指导思想,在注重化学基础理论知识和基本实验方法培养、注重数学和物理基础知识学习的基础上,构建多样化和多模式的立体课程体系,为学生提供适合的课程学习和个性化学术发展途径。     

高分子化学理论课与实验课的融合教学模式探索*

以“乙酸乙烯酯的乳液聚合”理论课和实验课为例,探索了将高分子化学理论和实验课程进行融合的创新教学模式。将理论教学和实验教学进行互动和融合的整体安排,克服了传统教学中理论课和实验课相互分离、缺乏相互支撑的缺点。在融合教学模式中,理论课和实验课实行团队协同教学;在同一个实验中设置必修内容和扩展性内容,更好地培养学有余力的学生;将理论课和实验课进行综合考核;对比了实验课前置、实验课居中和实验课后置教学方式,其中实验课居中的融合教学适合于大部分学生,有助于提高学生学习质量。     

An On-Campus Celebration of National Chemistry Week

This article describes an on-campus celebration program for National Chemistry Week (NCW) at the University of Pittsburgh at Titusville (UPT). The program, consisting of a chemistry magic show, hands-on chemistry fun, and a poster display session, was presented free of charge to the public on the Saturday of NCW. Presenting the program on campus avoided the transportation of the necessary materials, allowed the incorporation of many interesting demonstrations, and provided an opportunity for the school to showcase its state-of-the-art facilities. The program reached the public through different media, such as flyers, newspapes, and TV and radio. Over 100 people of all ages from the local community participated in the program. One of the most successful characteristics of the program was the substantial involvement of college students taking chemistry classes. Directly doing or seeing various reactions that involved changes in color or production of sound, heat, or light was stimulating and memorable. Many student participants became chemistry club members right after the events and were excited about more opportunities to explore the world of chemistry. This article also described activities highlighting the theme of NCW 1999, Celebrating Polymers.     

Results of a National Survey on College Chemistry Faculty Beliefs and Attitudes of Assessment-of-Student-Learning Practices

Why is assessment of student learning important? The National Science Education Standards chapter on Assessment in Science Education states that assessment is “primary feedback” [1]. Assessment of learning supplies instructors with feedback on how well their students are learning course material, and students are provided information about how well they are meeting teachers’ expectations. Assessment of learning is useful for communicating the expectations of an educational program. Communication helps instructors know what to teach, how to teach, and where to find the material to teach. Assessment of student learning can also be used for program planning and improvement. For example, placement tests can be used as advising tools. Student work, in the form of portfolios, might serve as partial evidence of the quality of an undergraduate chemistry program. In summary, assessment of learning can provide information to:

Students, about the extent of their learning and possibilities for success in future courses.

Faculty, about the extent to which their teaching practices are facilitating student learning, and how they might make modifications to those practices.

Administrators and other stakeholders, about course articulation, program effectiveness, and what students are able to do as they complete a program.

A comprehensive literature review about assessing learning in K-12 science education has examined assessment of learning techniques as well as policy-related issues [2].

     

Report On ‘The MATCH Program: Integrating Student Learning in Science and Math’

The inability to integrate mathematics and chemistry continues to plague science and math undergraduates. General chemistry students often lack the ability to apply the mathematics they already know to problems given in their chemistry classes, and mathematics students often stumble through word problems. In response to this prevalent compartmentalization, Dr. Donald Wink created a program at the University of Illinois at Chicago to break down illusory mental borders between mathematics and chemistry. Strategically, he accomplished this by creating a single course where students work in teams to answer word problems; by stressing the effective use of graphing calculators in this course; and by giving significant, physical meaning to the symbols used in equations. During Dr. Winks Integrating Student Learning in Math and Science workshop, attendees experienced these three techniques first-hand when they worked through mathematics-based chemistry problems (and vice versa) together.     

Enhancing Instruction in Upper Division Chemistry at California State University Fullerton

At California State University Fullerton the Departments of Chemistry and Biochemistry and Physics have jointly established an active learning instructional computer facility where students explore models and data in the upper division chemistry and physics curricula. This facility is also a component of the larger W.M. Keck Foundation Center for Molecular Structure (CMolS), a core research and education center where faculty and students throughout the California State University system have the opportunity for joint research and teaching activities directed at the determination and critical analysis of molecular structures. An array of Silicon Graphics workstations and a server housed in an electronic classroom provides a networking medium linking students and faculty across our curricula to resources and courses with common themes, but traditionally segregated. Through team teaching and utilization of resources and expertise across subdisciplines and disciplines, we are creating a learning pathway that coherently exposes our students in chemistry and biochemistry to more sophisticated problems and exploration. Computers provide visual reinforcement and inerpretation for concepts and principles that students may have difficulty understanding and that cannot be treated easily or well by the problem-solving methodology. Our students have responded enthusiastically to the electronic classroom, and introduction of chemical computation into the curriculum has had a positive pedagogical impact.     

Looking for Linearity: Integrating Graphing for First-Year Chemistry Students

Based on our observation that the general literature does not provide an organizing principle for the graphs that science students encounter, an approach called Looking for Linearity has been described. This approach is based on the hypothesis that when scientists look at their data and begin to represent it, they initially look for linearity. This is to say that scientists use Occams Razor; variables are used and transformed in such ways that when plotted against each other, the simplest representation—the straight line—is produced. A brief review of the topics typically covered in the first year of chemistry reveal a substantial number of relationships either expressed in the form of a straight line (gas laws, free energy, rate laws) or in terms of ratios that when graphed produce straight lines (density, specific heat capacity, stoichiometry). Looking for Linearity is an approach to graphing that serves four purposes for teaching first year chemistry students: 1) it weaves a common theme or thread through the entire year of General Chemistry, 2) it allows students to work like scientists, 3) it connects an important mathematical construct with chemical concepts, and 4) it provides a method to process data in other scientific fields like physics. The linearity heuristic is represented in what is called a Graphing Decision Tree. This tree shows, in simplified terms, how linearity can be used to organize different types of graphs found in the first year of chemistry. The Decision Tree is hierarchically structured from simple to increasing graphing complexity. Straight lines were listed as being the simplest to interpret, followed by exponential curves and then non-exponential curves; exponential curves were second because they could be converted to straight lines by using logarithms. Each pathway ends with examples of some of the different types of graphs our students will encounter in the first year of chemistry.     

高分子科学基础实验的互串互动教学初探

提出将高分子化学实验、高分子物理实验以及加工测试有机地串联起来,成为一门环环相扣、便于互动教学的高分子科学基础实验课的初步设想。     

聚苯胺-木质素磺酸复合物的合成及其染料吸附性能——介绍一个综合性研究型实验

以苯胺为单体,木质素磺酸为分散剂,采用化学氧化聚合法合成成本低廉、吸附性能优异的聚苯胺-木质素磺酸(PAL)复合物。要求学生掌握复合物的合成操作步骤、复合物的表征及其染料吸附性能测试的方法。通过对比实验结果,为研究型实验教学提供思路。该实验利于加深学生对高分子学科知识的理解与运用,培养他们的综合实验能力。     

非高分子专业《高分子化学与物理》教学中的几点体会

高分子科学已渗透于各个领域与学科,形成了一个无法替代的交叉学科,因此,工科化学或材料相关专业纷纷开设高分子相关课程。《高分子化学与物理》作为哈尔滨工程大学材料化学专业的主干课之一,包括高分子化学和高分子物理两个侧面,其中高分子化学部分侧重高分子合成的基本理论知识,高分子物理部分则侧重于高分子的结构与性能。本文分析了高分子化学与物理的课程特点,总结了在课堂教学中采取的行之有效的措施和教学尝试,介绍了在课堂教学过程中,如何导入心理教育,提高学生的学习兴趣。     

Nuclear science education in Taiwan, 1956–1992

The nuclear science education has been established in Taiwan at the College of Nuclear Science, National Tsing Hua University since 1956, the only one among 123 universities and colleges in Taiwan where nuclear-related education is offered. The Nuclear/Radiochemistry program, with nine faculty members, offers bachelor's, master's, and doctorate degrees in Nuclear Science. Lectures and lab classes of nuclear chemistry, radiochemistry, and allied branches in health physics, nuclear instruments, nuclear engineering, nuclear medicine, radiation biology, and environmental monitoring are given to the 17 undergraduate students and 33 postgraduate students currently registered. Support from the well-developed local nuclear power industry and government agencies is converged with rapid growth rate toward the Nuclear/Radiochemistry program; the 1992 annual research contracts for the program amounted over one million US dollars. Careerplacement program for graduates is developed to orientate them into the local nuclear power utilities as well as agricultural, medical, industrial, academic, and govemmental sects where nuclear chemists and radiochemists at all levels are desperately needed.     

On the Neglect of the Philosophy of Chemistry

In this paper I present a historiography of the recent emergence of philosophy of chemistry. Special attention is given to the interest in this domain in Eastern Europe before the collapse of the USSR. It is shown that the initial neglect of the philosophy of chemistry is due to the unanimous view in philosophy and philosophy of science that only physics is a proper science (to put in Kant's words). More recently, due to the common though incorrect assumption that chemistry can in principle be reduced to physics, the neglect continued, even when interest in sciences such as biology and psychology entered more strongly in philosophy of science. It is concluded that chemistry is an autonomous science and is perhaps a more typical science than physics.     

《高分子物理实验》综合性、设计性实验教学改革

为了满足社会对高分子材料与工程专业人才的需求,培养学生的实际动手能力,提高学生分析问题,解决问题的水平,结合我院多年来开展《高分子物理实验》的实践经验,对其中的综合性、设计性实验进行了改革。在实验讲义的编写过程中,把教师科研项目成果进行提炼,设计出符合本科教学要求的实验内容,在完成一个综合性、设计性实验的过程中将几个简单的高分子物理实验进行有机串联,同时建立了有效的评价体系。实践结果表明,教学效果显著提高,学生能自觉积极主动地参与实践,达到了预期的目的。     

“Polymer Materials Science and Engineering”在线课程建设体会

全英文课程建设是拓展国际化办学领域的一个新举措,是提高留学生质量的一个重要方面。高分子材料科学与工程专业课程内容涉及面广,包括高分子化学、高分子物理、聚合物制备工程、聚合物加工工程、材料研究方法、模具设计等多方面的知识。"Polymer Materials Science and Engineering"在线课程,将上述内容中的共性问题进行提升凝练,综合了高分子物理、高分子化学、聚合物加工等核心专业课程的精华,面向硕士研究生和留学生开设,特别是针对国际学生的公共选修课程进行建设,采用全英文授课,对核心内容进行了弹性设计。本文介绍了"Polymer Materials Science and Engineering"在线课程建设过程中的体会以及课程特点、实施过程、教学效果及经验体会。     

Scaling laws for geometry and macromolecules in solution: an interdisciplinary approach to statistical and thermal physics

An interdisciplinary program, dealing with statistics within basic geometry, is presented and discussed across some modern physics. Its fundamentals are of general interest in physical chemistry, but specially suit investigating conformational statistics and universal scaling of polymer chains in solution. We pointed out an equivalence principle for shape and statistics that can straightforwardly link probability distributions to geometrical quantities at smaller length scales. The average polymer size is thus expected following analytically from the energy surface of its dimeric unit. This would finally suggest extending molecular mechanics to a geometrical setting that reaches the limit of vanishing scales.     

Ab initio molecular dynamics — Applications to the molecular and solid state physics of phosphorus

Summary We review combined molecular dynamics (MD) and density functional (DF) simulations and their applicability in chemistry and physics. This method (also termedab initio MD, first principles MD or Car-Parrinello method) exhibits characteristic strengths and weaknesses, and we demonstrate both in a set of typical example applications from molecular physics (phosphorus clusters) and solid state physics/chemistry (liquid phosphorus). Dynamical, finite temperature, simulations deriving interatomic forces from state-of-the-art density functional calculations represent a substantial advance over both (i) traditional pointwise total energy and electronic band structure calculations and (ii) classical MD simulations with empirical or semi-empirical forces, and have already yielded qualitatively new insights in several fields.     

The Emergence of the Philosophy of Chemistry

After a long period of neglect, the philosophy of chemistry is slowly being recognized as a newly emerging branch of the philosophy of science. This paper endorses and defends this emergence given the difficulty of reducing all of the philosophical problems raised by chemistry to those already being considered within the philosophy of physics, and recognition that many of the phenomena in chemistry are epistemologically emergent.     

Asymmetric Reduction of Acetophenone with (−)-β-chlorodiisopinocampheylborane, and Derivatization with (−)-Menthyl Chloroformate. An Undergraduate Organic Synthesis, GC Analysis, and Molecular Modeling Project

Molecular vibration plays an important role in chemistry, both in chemical reactions and in the characterization and measurement of molecular structure and bonding. Normal modes provide the conceptual framework for understanding molecular vibrations. For example, the analysis of infrared spectra, an important tool for chemists, relies heavily on the concept of normal modes; yet, undergraduate students, even chemistry majors, seldom gain a thorough understanding of normal modes through the traditional chemistry curriculum. In fact, the most commonly used physical chemistry textbooks give only a cursory introduction to this concept, leaving out the substantive development. This occurs presumably because normal modes emerge from a multistepped mathematical analysis of the molecular dynamics. While the mathematical skill needed for each step typically has been covered in an introductory calculus course, the full development is a lengthy process and skipped in the texts. Thus, students have little opportunity to develop a sound conceptual understanding of vibrational modes and fundamental vibrational frequencies, even though they inevitably encounter these terms in their future work.     

《高分子物理》有效教学的几点体会

《高分子物理》作为高分子专业的重要基础课,存在大量的概念、公式、假设等抽象的知识点。如何有效地教授高分子物理,为学生顺利进入高分子专业的进一步学习打下基础,成为教研人员的关注焦点。本文基于赫尔巴特提出的学习认知过程的五步骤理论和建构主义的观点,阐述了知识的系统性在教学中的重要性;强调了新知识与背景知识的结合以及新知识的应用、教授过程的趣味性等教学方法的重要性。希望通过以上多种方法的综合运用提高学生的学习兴趣和学习效果,达到有效教学的目的。