可聚合非离子型表面活性剂的合成及其性能

由甲苯二异氰酸酯、丙烯醇和不同分子量的聚乙烯醇合成了3种可聚合非离子表面活性剂（Ⅱ-PEG400、Ⅱ-PEG1000和Ⅱ-PEG2000）,用FT-IR对分子结构进行了表征。 结果表明,随聚乙烯醇分子量的增加,非离子表面活性剂的电导率显著增加、表面张力由36.28 mN/m降低至31.30 mN/m、浊点由39.6 ℃增加至58.9 ℃,对丙烯酸丁酯(BA)、甲基丙烯酸甲酯(MMA)和甲基丙烯酸丁酯(BMA)的乳化能力均优于常用乳化剂OP-10,以AIBN作引发剂在70 ℃下既能均聚又可与丙烯酸酯进行共聚反应。     

新建本科院校师范生科研能力弱的原因及对策研究

部分新建本科院校办学急功近利,不重视教科研;对培养师范生科研能力的基础性和过程性、实践性及毕业论文(设计)教学的重要性认识不足;学生科研能力差,毕业论文抄袭、粗制滥造现象严重,职后难以扮演研究者角色。学校应构建健全完善、科学合理的规章制度,更新办学理念,配备科研与学术过硬、懂教育善管理的领导。教师专业素质结构、课程设置、培养模式、教育教学方法等的调整与改革应适应基础教育改革的需求。     

2021年北京学业水平等级性考试化学卷命题理念的分析*

结合典型试题分析,从基础知识的融会贯通、学科能力的有效发展、学科思想的深入渗透等3个方面,探讨了2021年北京学业水平等级性考试化学卷的命题理念。说明了试题在营造良好教考互动生态、破除机械刷题、衔接高等教育和中学教育过程中发挥的积极作用。     

在化学教学中培养学生变量控制能力的实施和分析

设计受控实验是科学实验实证的重要手段,这种科学探究的核心能力,也是教育部在《普通高中化学课程标准(2017年版2020年修订)》中对学生能力的评价之一.在分析学生能力现状、教材内容后,经过教学实施,充分利用教材,帮助学生认识变量控制要素,达成能系统地综合应用变量控制解决实际问题的教学目标.     

新工科背景下高分子材料类人才创新创业能力培养的改革与实践

近年来随着双一流建设的不断发展,高校更加注重对大学生创新创业能力的培养.本文基于新工科建设和工程教育专业认证的要求,以四川大学高分子材料与工程专业为例,通过构建分阶段分层次的培养步骤、全面实施"一条龙、全过程"本科生导师制、打造"本研协同"的专业培养模式以及加强实践能力培养,论述了高分子材料与工程专业学生创新创业能力的...     

学科能力视域下的初中化学命题评价研究——以阶段性学业水平测试为例

化学学科能力是核心素养的重要组成部分,包括学习理解能力、应用实践能力和迁移创新能力.依据初中化学学科核心素养和关键能力的评价模型,对区域初中化学阶段性学业水平测试进行命题评价研究,分析统计了学科能力的占比、得分率以及与5大主题知识点的匹配情况,并从学科认识方式考查的角度对例题进行分析阐述.针对学生部分层级能力表现欠佳等...     

应用于染料敏化太阳能电池的基于染料R6的含有不同吸电子基团的有机染料的理论研究

Dye-sensitized solar cells (DSSCs) are the most promising alternatives to traditional fossil energy because of their advantages of low production cost, facile structure, relatively low environmental impact, relatively high photoelectronic absorption efficiency, and overall high efficiency. In addition, several studies on sensitizers as vital components have been conducted over the last three decades. Compared to metal dyes, metal-free organic dyes have been considered as promising candidates because of their simple fabrication, multiple structures, high molar absorption coefficients, easily tunable properties, and environmental friendliness. In this study, we systematically investigated the optoelectronic properties of six metal-free organic donor-acceptor dyes (RD1–6) derived from the known dye R6 by using the density functional theory (DFT) and time-dependent DFT methods. Cell performance parameters were discussed, including the geometrical and electronic structures, absorption spectrum, adsorption energy, light harvesting efficiency (LHE) curve, predictive short circuit current density (J_sc^Pred.), predictive open circuit voltage (V_oc^Pred.), and theoretical power conversion efficiency (PCE). Results revealed that all the designed dyes exhibited high theoretical PCE. In particular, dyes RD1, 2, and 4–6 showed greater conjugations, and dyes RD1–3 had smaller energy gaps than those of the reference dye. In addition, dyes RD1–3, 5, and 6 exhibited better light harvesting capacities that covered the entire visible region and extended to the near-infrared region with obviously red-shift maximum absorption wavelengths (λ_max), wider LHE curves, and higher J_sc^Pred. as compared to the reference dye. It was critical that dyes RD1 and 2 not only have greater conjugations and narrow band gaps but also good light harvesting capacities with more than 56-nm red-shift maximum absorption wavelengths and broadened LHE curves than those of the reference dye. Notably, mainly because of an average increment of 12.0% of J_sc^Pred., a remarkable increment of the theoretical power conversion efficiency was observed from 12.6% for dye R6 to 14.1% for dyes RD1 and 2. Thus, dyes RD1 and 2 exhibited superior cell performances and could be promising sensitizer candidates for highly efficient DSSCs. These results could be used to guide effective synthetic efforts in the discovery of efficient metal-free organic dye sensitizers in DSSCs.     

高中化学必修课程“变化观念与平衡思想”学科核心素养的系统构成研究

“变化观念与平衡思想”学科核心素养的系统构成对开展“素养导向”的教学与评价具有重要意义。通过课标分析,基于学科能力模型明确了高中必修学段“变化观念与平衡思想”核心素养的核心知识与活动经验、认识方式、研究对象及问题情境、学科能力活动及其表现等4个维度的具体内涵,系统建构了高中化学必修课程“变化观念与平衡思想”学科核心素养模型。     

“化学教学论”课程应用多媒体组合教学试验效果分析

“化学教学论”课程改革中,运用多媒体组合教学形式进行教学试验,初步探索了多媒体组合教学在“化学教学论”中应用的规律,教学质量明显提高。从效果分析说明,由于多种媒体的应用,使教学过程的诸要素的结构方式不断合理化,从而产生系统功能质的变化。     

有关键能的几个问题

本文讨论了与键能有关的几个问题：即键能和键焓，键离解能和平均键能，原子轨道的成键能力和键的强弱等。