二氧化钚分子的多体展式势能函数

从导出基态PuO2分子的电子状态X5Σ g正确地判断其离解极限出发,采用MP2方法,应用相对论有效原子实模型(RECP)优化出PuO2(X5Σ g)分子稳定构型为线性OPuO(D∞h),其平衡核间距Re=0.18004nm.同时也计算出振动频率,并优化出存在亚稳态的Pu-O-O(C∞v)构型.使用多体项展式理论方法,导出了基态PuO2分子的分析势能函数.该势能表面准确地再现了O-Pu-O(D∞h)平衡结构和亚稳态的Pu-O-O(C∞v)构型.然后根据势能函数等值图讨论了O(3Pg) PuO反应的势能面静态特征.     

近5年化学奥林匹克(初赛)试题的分析及建议

从化学核心素养出发，分析近5年化学奥林匹克（初赛）试题考查的学生知识水平、能力水平、素养水平，并针对培养中学生核心素养的教学实践提出建议。     

基于化学核心素养培养的高中有机实验教学

调查发现,当前对高中有机实验教学普遍重视不够,教师缺乏通过有机实验教学培养学生学科核心素养的意识。提出以下建议：深度解读课程标准,增强实验教学意识;发挥实验教学功能,设计课题式探究实验教学;把握有机教学特点,巧设问题探究性实验;培训教师实验技能,加强实验操作能力。     

基于“真实情境与实际问题”的化学试题命制——以“碳九泄漏事故”为例

以“11·4福建泉港碳九泄漏事故”为测试载体,在深入挖掘和甄选考点后,结合当前《普通高中化学课程标准（2017年版）》对考试评价的有关说明和试题命制基本理论及技术要求,命制了一道高中化学考试试题,并在文中对试题的测试目标,如认知操作、核心素养和达到的学业质量水平加以详细分析,对试题命制的技术性要求辅以论证,以期能给同行以核心素养为测试宗旨的命题提供一些参考。     

化学学科核心素养在高中教材习题中的表现—以人教版教材为例

教材习题是落实新课标倡导的基于化学学科核心素养进行评价的重要载体。以化学学科核心素养的水平划分和学业质量水平为依据,分析人教版高中必修化学教材课后习题考查的核心素养及其水平。结果表明,2007年版和2019年版教材均注重全面考查核心素养和对基础性的考查,突出考查宏观辨识与微观探析素养,突出化学本质;但2019年版教材习题在数量上有所减少,加强了科学思维和科学实践的考查,合理拓展了核心素养考查的广度和深度。最后,依据习题特征获得相应的教学启示,以促进学生核心素养的发展。     

提升化学学科核心素养的高中化学教学——以“金属的防护”为例

针对人教版选修1《化学反应原理》第4章第3节“金属的腐蚀与防护”课时2“金属的防护”进行教学实践探索,融合STEM教育理念促进知识与社会生活结合。选用任务情境“家用电热水器碳钢内胆防腐”,通过实验探究构建起电化学防护的认知模型,再将模型应用于实际生产生活问题的解决,进行热水器内胆的防腐设计。在真实情境问题的解决中,将知识、方法、应用等3者融合,培养学生的问题意识和创新思维,逐步内化并表现出化学学科核心素养。     

Simultaneous photocatalytic oxidation and adsorption for efficient As(III) removal by magnetic BiOI/γ-Fe2O3 core–shell nanoparticles

Addressing arsenite pollution in groundwater has drawn great attention. It is attractive to pre-oxidize highly mobile As(III) to relatively low-toxic As(V) with a subsequent adsorption separation process. Herein, BiOI anchoring on γ-Fe₂O₃ is performed to synthesize BiOI/γ-Fe₂O₃ core–shell nanoparticles for efficient removal of As(III) via a simultaneous photocatalytic oxidization–adsorption process. The physical and chemical structures of BiOI/γ-Fe₂O₃ are investigated by transmission electron microscopy, Fourier transform infrared spectroscopy, and X-ray diffraction measurements. The photoluminescence and electron spin resonance (ESR) characterization were employed to ascertain the possible reaction mechanism of visible-light-driven photocatalytic oxidation of As(III). Such BiOI/γ-Fe₂O₃ delivers a superior As(III) removal capability under visible light irradiation with an arsenic removal efficiency of 99.8% within 180 min, higher than those of BiOCl/γ-Fe₂O₃ (81.7%) and BiOBr/γ-Fe₂O₃ (98.9%). The optimal BiOI/γ-Fe₂O₃ (molar ratio of 2:1) is obtained by rationally adjusting the molar ratio of BiOI to γ-Fe₂O₃. The as-synthesized BiOI/γ-Fe₂O₃ performs well in a wide pH range of 2–8. Only coexisting PO₄^3? anions have a significant effect on the As(III) removal. The free radical trapping experiment and ESR results demonstrate that the ?O₂^? and h⁺ are the main active substances for the photocatalytic oxidation of As(III) on BiOI/γ-Fe₂O₃. This work not only gives a novel magnetic core–shell nanoparticle photocatalyst for efficient photocatalytic oxidation and adsorption of As(III) but also offers a new strategy to rationally design BiOX for its related practical applications.     

《义务教育化学课程标准(2022年版)》解读——物质的性质与应用

对《义务教育化学课程标准(2022年版)》中“物质的性质与应用”学习主题进行解读,该主题体现核心素养发展的具体化要求,包括以大概念为统领的主题内容结构和要求、明确核心素养表现期望的学业要求以及核心素养导向的教学提示建议等。     

显化反应条件视角 发展反应调控意识——受控的燃烧

以波义耳研究燃烧的史实为背景,创新设计燃烧条件的探究实验,并提出“条件叠加式”燃烧条件探究新思路。以“燃灭控”为主线,一以贯之地显性化“条件是认识化学反应的一种基本视角”,落实“在一定条件下通过化学反应可以实现物质转化”的化学观念。基于调控化学反应思想创新设计“燃旺弱灭”反应控制视域,统整开展“情境”“活动”与“任务”三位一体的学习活动。重置教材实验的教学价值取向,结合燃烧的形式美、汉语言文字解读,将化学学科知识与美育、汉语言文化领域跨领域融合。     

MICRO-PHASE SAEPARATION IN EPOXY RESIN WATERBORNE PARTICLES DURING CURING PROCESS

Sub-micron sized phenolic epoxy resin waterborne particles were prepared by phase inversion emulsification. Micro-phase separation occurred during the curing process at high temperature. The as-prepared samples possessed one glass transition temperature （Tg） and two exothermal processes during DSC heating scannings. After being thermally treated above the exothermal peak temperature, they possessed two glass transition temperatures with the disappearance of exothermal peaks, whilst a core/shell structure was formed. This was likely related with the outward diffusion of reactive oligomers to the outer layer of particles.