高分子材料课程中学生批判性思维的培养是该课程思政建设的重要内容之一。本文结合高分子材料学科特点,以学生日常听闻的化学谣言为特色思政教学切入点,就课程思政素材挖掘、教学实践进行了示例说明,将对高分子材料课程思政建设提供有...高分子材料课程中学生批判性思维的培养是该课程思政建设的重要内容之一。本文结合高分子材料学科特点,以学生日常听闻的化学谣言为特色思政教学切入点,就课程思政素材挖掘、教学实践进行了示例说明,将对高分子材料课程思政建设提供有益的实践参考。The cultivation of students’ critical thinking in the course of Polymer Materials is one of the important contents of the ideological and political education of this course. Combined with the characteristics of the discipline of Polymer Materials, this paper takes the common chemical rumors as a characteristic ideological and political education breakthrough point, and demonstrates the mining of ideological and political teaching materials and teaching practice. It will provide a useful practical reference for the ideological and political education of the Polymer Materials course.展开更多
光电化学(PEC)分解水是一种清洁可持续的获取氢燃料的方法,其中产氧半反应(OER)是制约整个水分解过程效率的关键步骤.因此,光阳极的性能是决定太阳能到氢能转化效率的关键因素.在各种水氧化光阳极材料中,赤铁矿(α-Fe_(2)O_(3))因具有...光电化学(PEC)分解水是一种清洁可持续的获取氢燃料的方法,其中产氧半反应(OER)是制约整个水分解过程效率的关键步骤.因此,光阳极的性能是决定太阳能到氢能转化效率的关键因素.在各种水氧化光阳极材料中,赤铁矿(α-Fe_(2)O_(3))因具有良好的化学稳定性、合适的带隙(~2.1 eV)、无毒、储量丰富等优点而成为最有前途的光阳极材料之一.然而,α-Fe_(2)O_(3)丰富的受体表面态和缓慢的水氧化动力学导致光生电荷复合严重,限制了其在光电化学中的实际应用.因此,有必要对α-Fe_(2)O_(3)进行表面工程设计以提高水氧化效率.本文提出了一种新方法,以金属有机框架(Ti-MOFs)为模板,在Ti-Fe_(2)O_(3)表面煅烧合成TiO_(2)层,然后将富活性位点的ZIF-67加载在TiO_(2)/Ti-Fe_(2)O_(3)上作为助催化剂,制备出具有较好光电化学性能的ZIF-67/TiO_(2)/Ti-Fe_(2)O_(3)复合光阳极.X射线衍射、高分辨透射电镜、X射线光电子能谱和拉曼光谱等表征结果证实成功合成了ZIF-67/TiO_(2)/Ti-Fe_(2)O_(3).同时,氮气等温吸附脱附曲线和表面接触角测试结果表明,MOFs衍生的TiO_(2)为介孔材料.采用表面光伏技术、光致发光光谱、飞秒-瞬态吸收光谱和电化学阻抗谱分析,研究了光生电荷的分离和复合行为.结果表明,MOFs衍生的TiO_(2)不仅可以作为钝化层有效抑制了表面复合,还作为Ti-Fe_(2)O_(3)的电子阻挡层,显著减少了电子向表面的流失,从而大大提高了Ti-Fe_(2)O_(3)表面和体相的电荷分离效率.进一步的累积电荷量测试、电化学阻抗谱和Bode图分析显示,负载MOFs衍生TiO_(2)后,可以明显促进光生空穴向电解质的注入,其多孔结构也可以增加反应接触面积,这有利于光生电荷在固液界面传输.此外,理论计算结果表明,Ti-Fe_(2)O_(3)水氧化速控步骤的能垒(ΔG=3.38 eV)明显高于TiO_(2)(ΔG=1.67 eV),说明OER更容易在TiO_(2)/Ti-Fe_(2)O_(3)表面发生,这与其光电流密度结果一致.为进一步提高反应活性和加快水氧化动力学,负载助催化剂ZIF-67后,ZIF-67/TiO_(2)/Ti-Fe_(2)O_(3)复合光阳极实现了较好的光电化学性能,其在1.23 V vs.RHE时光电流密度高达4.04 mA cm^(‒2),是Ti-Fe_(2)O_(3)的9.3倍,并且复合光阳极的入射光子电流转换效率和空穴注入效率分别达到93%(390 nm)和91%.综上所述,本研究通过MOFs衍生的TiO_(2)和ZIF-67助催化剂改性α-Fe_(2)O_(3)光阳极,显著提升了其光电化学水氧化性能.其中,MOFs衍生TiO_(2)不仅优化了电荷分离,还促进了光生空穴的注入,从而显著提高其光电化学水氧化性能.本研究为构筑高性能的有机-无机杂化光阳极提供了新思路.展开更多
《有机化学》不仅是化学化工专业的必修课,也是生物学、医学、药学、农学等相关专业的必修课。如何提高公共有机化学的教学质量,一直是从教者孜孜不倦探索的课题。以农学《有机化学》为例,该课程面临着学时少、内容多、学生的基础参差...《有机化学》不仅是化学化工专业的必修课,也是生物学、医学、药学、农学等相关专业的必修课。如何提高公共有机化学的教学质量,一直是从教者孜孜不倦探索的课题。以农学《有机化学》为例,该课程面临着学时少、内容多、学生的基础参差不齐等现状,为满足学生和专业培养双重需求,我们提出了三阶递进式培养目标,调整了课程教学内容,采用模块助学、启发式引导、混合教学模式和设置课下习题训练环节等多种方式来提高教学质量。从期末考试来看,教学改革初见成效,今后我们将持续不断地进行教学改革,期望取得越来越好的效果。Organic Chemistry is a required course not only for chemical engineering students but also for students in related fields, such as biology, medicine, pharmacy, and agriculture. Improving the teaching quality of public organic chemistry has always been a topic for teachers. Taking the agricultural major’s Organic Chemistry course at Jilin University as an example, it faces particular challenges such as limited class hours, extensive content, and students with different foundations. In order to meet the dual needs of students and professional training, we have proposed a three-stage progressing mode of the teaching objectives, adjusted the course content, and employed various methods, such as modular assistance, heuristic guidance, blended teaching models, and the inclusion of post-class exercise to enhance teaching quality. From the final grades, the initial results of the teaching reform are promising. We will continue to explore teaching reforms and expect to achieve better outcomes.展开更多
文摘高分子材料课程中学生批判性思维的培养是该课程思政建设的重要内容之一。本文结合高分子材料学科特点,以学生日常听闻的化学谣言为特色思政教学切入点,就课程思政素材挖掘、教学实践进行了示例说明,将对高分子材料课程思政建设提供有益的实践参考。The cultivation of students’ critical thinking in the course of Polymer Materials is one of the important contents of the ideological and political education of this course. Combined with the characteristics of the discipline of Polymer Materials, this paper takes the common chemical rumors as a characteristic ideological and political education breakthrough point, and demonstrates the mining of ideological and political teaching materials and teaching practice. It will provide a useful practical reference for the ideological and political education of the Polymer Materials course.
文摘光电化学(PEC)分解水是一种清洁可持续的获取氢燃料的方法,其中产氧半反应(OER)是制约整个水分解过程效率的关键步骤.因此,光阳极的性能是决定太阳能到氢能转化效率的关键因素.在各种水氧化光阳极材料中,赤铁矿(α-Fe_(2)O_(3))因具有良好的化学稳定性、合适的带隙(~2.1 eV)、无毒、储量丰富等优点而成为最有前途的光阳极材料之一.然而,α-Fe_(2)O_(3)丰富的受体表面态和缓慢的水氧化动力学导致光生电荷复合严重,限制了其在光电化学中的实际应用.因此,有必要对α-Fe_(2)O_(3)进行表面工程设计以提高水氧化效率.本文提出了一种新方法,以金属有机框架(Ti-MOFs)为模板,在Ti-Fe_(2)O_(3)表面煅烧合成TiO_(2)层,然后将富活性位点的ZIF-67加载在TiO_(2)/Ti-Fe_(2)O_(3)上作为助催化剂,制备出具有较好光电化学性能的ZIF-67/TiO_(2)/Ti-Fe_(2)O_(3)复合光阳极.X射线衍射、高分辨透射电镜、X射线光电子能谱和拉曼光谱等表征结果证实成功合成了ZIF-67/TiO_(2)/Ti-Fe_(2)O_(3).同时,氮气等温吸附脱附曲线和表面接触角测试结果表明,MOFs衍生的TiO_(2)为介孔材料.采用表面光伏技术、光致发光光谱、飞秒-瞬态吸收光谱和电化学阻抗谱分析,研究了光生电荷的分离和复合行为.结果表明,MOFs衍生的TiO_(2)不仅可以作为钝化层有效抑制了表面复合,还作为Ti-Fe_(2)O_(3)的电子阻挡层,显著减少了电子向表面的流失,从而大大提高了Ti-Fe_(2)O_(3)表面和体相的电荷分离效率.进一步的累积电荷量测试、电化学阻抗谱和Bode图分析显示,负载MOFs衍生TiO_(2)后,可以明显促进光生空穴向电解质的注入,其多孔结构也可以增加反应接触面积,这有利于光生电荷在固液界面传输.此外,理论计算结果表明,Ti-Fe_(2)O_(3)水氧化速控步骤的能垒(ΔG=3.38 eV)明显高于TiO_(2)(ΔG=1.67 eV),说明OER更容易在TiO_(2)/Ti-Fe_(2)O_(3)表面发生,这与其光电流密度结果一致.为进一步提高反应活性和加快水氧化动力学,负载助催化剂ZIF-67后,ZIF-67/TiO_(2)/Ti-Fe_(2)O_(3)复合光阳极实现了较好的光电化学性能,其在1.23 V vs.RHE时光电流密度高达4.04 mA cm^(‒2),是Ti-Fe_(2)O_(3)的9.3倍,并且复合光阳极的入射光子电流转换效率和空穴注入效率分别达到93%(390 nm)和91%.综上所述,本研究通过MOFs衍生的TiO_(2)和ZIF-67助催化剂改性α-Fe_(2)O_(3)光阳极,显著提升了其光电化学水氧化性能.其中,MOFs衍生TiO_(2)不仅优化了电荷分离,还促进了光生空穴的注入,从而显著提高其光电化学水氧化性能.本研究为构筑高性能的有机-无机杂化光阳极提供了新思路.
文摘《有机化学》不仅是化学化工专业的必修课,也是生物学、医学、药学、农学等相关专业的必修课。如何提高公共有机化学的教学质量,一直是从教者孜孜不倦探索的课题。以农学《有机化学》为例,该课程面临着学时少、内容多、学生的基础参差不齐等现状,为满足学生和专业培养双重需求,我们提出了三阶递进式培养目标,调整了课程教学内容,采用模块助学、启发式引导、混合教学模式和设置课下习题训练环节等多种方式来提高教学质量。从期末考试来看,教学改革初见成效,今后我们将持续不断地进行教学改革,期望取得越来越好的效果。Organic Chemistry is a required course not only for chemical engineering students but also for students in related fields, such as biology, medicine, pharmacy, and agriculture. Improving the teaching quality of public organic chemistry has always been a topic for teachers. Taking the agricultural major’s Organic Chemistry course at Jilin University as an example, it faces particular challenges such as limited class hours, extensive content, and students with different foundations. In order to meet the dual needs of students and professional training, we have proposed a three-stage progressing mode of the teaching objectives, adjusted the course content, and employed various methods, such as modular assistance, heuristic guidance, blended teaching models, and the inclusion of post-class exercise to enhance teaching quality. From the final grades, the initial results of the teaching reform are promising. We will continue to explore teaching reforms and expect to achieve better outcomes.
