Construction of hollow binary oxide heterostructures by Ostwald ripening for superior photoelectrochemical removal of reactive brilliant blue KNR dye

Although the Ostwald ripening approach is often utilized to manufacture single hollow metal oxide,constructing hollow binary oxide heterostructures as potent photoelectrochemical(PEC)catalysts is still obscure and challenging.Herein,we reveal a general strategy for fabricating hollow binary oxides heterostructures(Co_(3)O_(4)-δ-MnO_(2)and Co_(3)O_(4)–SnO_(2))utilizing Ostwald ripening.Hollow Co_(3)O_(4)-δ-MnO_(2)nano-network with the structure evolution process was systematically explored through experimental and theoretical tools,identifying the origin of hollow binary oxides due to the interfaces acting as landing sites for their growth.In addition,the structural evolution,from hollow Co_(3)O_(4)-δ-MnO_(2)to Co_(3)O_(4)-α-MnO_(2),can be observed when the time of secondary hydrothermal reaches 96 h due to the topotactic layer-to-tunnel transition process.Notably,optimized Co_(3)O_(4)-δ-MnO_(2)-48 exhibits a superior PEC degradation efficiency of 96.42%and excellent durability(20,000 min)under harsh acid conditions,attributed to the massive hollow structures'vast surface area for high intently active species.Furthermore,density functional theory simulations elucidated the Co_(3)O_(4)-δ-MnO_(2)’electron-deficient surface and high d-band center(Co_(3)O_(4)-δ-MnO_(2),-1.06;Co_(3)O_(4)-α-MnO_(2),-1.49),strengthening the interaction between the catalyst's surface and active species and prolonging the lifetime of active species ofO_(2)and 1 O_(2).This work not only demonstrates superior PEC degradation efficiency of hollow Co_(3)O_(4)-δ-MnO_(2)for practical use but also lays the cornerstone for constructing hollow binary oxides heterostructures through Ostwald ripening.

改革有机化学教学模式和考核方式激发大学生创新思维

从改革应试教育,促进素质教育的理念出发,以轻工类有机化学理论教学为研究对象,探讨如何应用更加合理的方式进行教学质量考核。本研究提出的抓过程管理,不断调动学生积极参与教学活动,在掌握基本知识的基础上激发创新思维的教学模式和多维的考核方式,经过实践验证,不仅避免了传统的教学与考试中存在的一些弊端,而且促进学生积极学习,善于思考,取得了良好的效果。