芹菜、草莓基质对甲胺磷等4种有机磷农药测定的影响

研究芹菜、草莓基质对甲胺磷、乙酰甲胺磷、氧化乐果、毒死蜱4种有机磷农药检测的影响。利用样品基质溶液配制标准样品,对比草莓、芹菜样品、丙酮溶液中4种农药的保留时间、峰形、峰面积。结果发现DB–5MS色谱柱上,丙酮溶液、芹菜基质、草莓基质中甲胺磷、乙酰甲胺磷、氧化乐果色谱峰出峰时间不完全重合,保留时间最大漂移0.1 min。丙酮溶剂、芹菜基质较草莓基质中的甲胺磷、乙酰甲胺磷、氧化乐果更容易出现峰拖尾现象,且芹菜基质溶液中相同浓度的甲胺磷、乙酰甲胺磷峰面积分别约是草莓基质溶液中的75%,90%。毒死蜱的保留时间、峰形、响应面积在草莓基质、芹菜基质、丙酮溶液中基本一样。     

Viscoplastic response of electrode particles in Li-ion batteries driven by insertion of lithium

Constitutive equations are derived for the viscoplastic behavior of a host medium driven by diffusion of guest atoms. With reference to the trapping concept, two states of a guest atom are distinguished: mobile and immobilized (due to alloying with the host matrix). This allows propagation of a sharp interphase to be described between regions rich and poor in guest atoms. The model is applied to study the mechanical response of a spherical electrode particle in a Li-ion battery. Ability of the constitutive equations to capture basic phenomena observed in anode particles under lithiation is demonstrated by numerical simulation.     

Brownian motion with drift on spaces with varying dimension

Many properties of Brownian motion on spaces with varying dimension (BMVD in abbreviation) have been explored in Chen and Lou (2018). In this paper, we study Brownian motion with drift on spaces with varying dimension (BMVD with drift in abbreviation). Such a process can be conveniently defined by a regular Dirichlet form that is not necessarily symmetric. Through the method of Duhamel’s principle, it is established in this paper that the transition density of BMVD with drift has the same type of two-sided Gaussian bounds as that for BMVD (without drift). As a corollary, we derive Green function estimate for BMVD with drift.     

Separation of isomeric disaccharides by traveling wave ion mobility mass spectrometry using CO2 as drift gas

The use of CO₂ as a massive and polarizable drift gas is shown to greatly improve peak‐to‐peak resolution (R_p‐p), as compared with N₂, for the separation of disaccharides in a Synapt G2 traveling wave ion mobility cell. Near or baseline R_p‐p was achieved for three pairs of sodiated molecules of disaccharide isomers, that is, cellobiose and sucrose (R_p‐p = 0.76), maltose and sucrose (R_p‐p = 1.04), and maltose and lactose (R_p‐p = 0.74). Ion mobility mass spectrometry using CO₂ as the drift gas offers therefore an attractive alternative for fast and efficient separation of isomeric disaccharides. Copyright © 2012 John Wiley & Sons, Ltd.     

Fluorescent azophenol-quinazoline dyad as multichannel reversible pH indicator in aqueous media: an innovative concept on diazo based dyads

A novel azophenol-quinazoline dyad 1 has been designed, synthesized and demonstrated as an efficient reversible multichannel pH indicator through distinct signalling in aqueous media. Owing to the competence between highly fluorescent quinazoline moiety and a well known fluorescence quencher diazo group, dyad 1 is moderately fluorescent in nature. Under acidic conditions 1 displays diverse fluorogenic changes (blue emission at pH 4.25; green at pH 1.80) while under basic condition (pH 11.80) chromogenic changes were observed.     

国内外近30年“电化学”主题概念测查研究进展*

梳理了国内外1990-2020年核心期刊文献中对学生电化学主题概念测评的实证研究,主要涵盖学生电化学概念理解水平以及影响因素等方面。据此探讨其对化学教师教学实施以及国内外化学教育实证研究的启示,以期为中学化学教学及后续研究提供有益参考。     

融合STREAM理念的中学化学核心素养的培养及实践研究*——以“水的组成”为例

STREAM教育属于典型的跨学科教育形式,在学科融合的背景下,基于STREAM理念视角解决实际问题,注重在实践过程中培养和增强学生的批判思维与解决问题的能力,提升跨学科和创造性思维,使学生成为具有科学创新和革新精神的全面发展的人。融合STREAM理念开发初中化学教学案例,并将其应用于教学中,通过使用原创教学案例“水的组成”进行实践教学,研究其对教学效果及学生化学核心素养的提升作用;在实践过程中设有实验班与对照班,通过纸笔测试和问卷调查进行数据收集,结果显示不管在知识掌握度还是素养养成和促进方面,实验组都明显优于对照组,这说明融合STREAM理念对化学的教与学都具有积极作用。     

运用文本分析法对比研究新旧人教版教材“反应热”内容

从课标、概念组织结构、教学资料对新旧人教版选修“反应热”内容进行对比分析,研究发现:(1)新课标在内容上更加强调“反应热”概念的学科理解,渗透变化观与守恒观等基本观念,突出学习素材的重要性;(2)新教材在内容组织上厘清了“反应热”“焓变”“能量转化”等核心概念之间的关系,重视对“反应热”内容的结构化认识;(3)新教材在图片、实验、习题增强了情境性与科学性。建议教师在教学中增进对“反应热”的学科理解,运用概念构图策略促进学生知识结构化,创设真实情境提高学生的问题解决能力,培养化学学科核心素养。     

互联网B/S架构交互式软件在核心概念教学中的应用*——以国际IB课程中“电解质”内容为例

基于核心概念教学的思路,国际IB课程互联网B/S架构交互式软件能够使学生围绕“电解质”核心概念,通过自行操作软件获得多个从微观到宏观、定性与定量相结合、可视化的实验证据,有利于学生深度理解概念与概念之间的逻辑和发展关系,促进学科知识系统框架的形成。