Hydrochloric acid‐mediated synthesis of ZnFe_(2)O_(4) small particle decorated one‐dimensional Perylene Diimide S‐scheme heterojunction with excellent photocatalytic ability

The recyclable and stable ZnFe_(2)O_(4) small particle decorated one‐dimensional perylene diimide(PDI)S‐scheme heterojunction(1D PDI/ZnFe_(2)O_(4))is prepared by the hydrochloric acid‐mediated(HCl‐mediated)strategy,interestingly,the morphology of the 1D PDI/ZnFe_(2)O_(4) can also be effectively regulated by HCl‐mediated process,the existence of HCl can regulate PDI into a uniform rod structure,while the co‐existence of HCl and PDI can limit ZnFe_(2)O_(4) to become the uniform small particles.More importantly,based on the 1D rod structure of PDI and the small size effect of ZnFe_(2)O_(4),carriers can migrate to the surface more easily,which can improve the photocatalytic activity.Meanwhile,due to the appropriate energy level structure,the S‐scheme heterojunction structure is formed between PDI and ZnFe_(2)O_(4),which eliminates meaningless photo‐generated charge carriers through recombination and introduces strong redox to further enhance the photodegradation effect,thereby,1D PDI/ZnFe_(2)O_(4) exhibits excellent photocatalytic ability,under the visible light irradiation,the degradation rate of tetracycline(TC)with 1D PDI/ZnFe_(2)O_(4)(66.67%)is 9.18 times that with PDI(7.26%)and 9.73 times that with ZnFe_(2)O_(4)(6.85%).This work proposes new ideas for the assembly of magnetic organic‐inorganic S‐scheme heterojunction photocatalysts.

Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing

Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions （i.e., English translation, pictorial presentation, and verbal-contextual interpretation）, the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.