苄叉丙酮实验的改进

将薄层色谱技术应用于苄叉丙酮的合成实验，通过薄层色谱对合成反应过程的监控，增加了实验的探究性，提高了学生分析问题、解决问题的能力．     

黄玉米中天然色素的提取、分离和分析

1 引言。薄层色谱是色谱分析方法中的一种，其特点是仪器和操作简单，展开时间快，检测灵敏度高，不仅适用微量成分的分离和鉴定，而且可用于制备少量纯物质。无论无机物、有机物、小分子化合物或大分子化合物、亲水性物质或亲脂性物质等各种类型化合物的分离、精制和鉴定都可用薄层色谱。因此，薄层色谱在化学分析、天然物质提取与分离、药物研究、医学研究等领域都有广泛应用。目前，在大学基础化学实验中开有薄层色谱实验，但存在以下缺点：所用试剂毒性大；被分析物质易变质；实用意义不大等。为此，本文建立了一个利用薄层色谱技术的新实验：黄玉米中天然色素的提取和分离。黄玉米中的天然色素可以较长时间暴露在空气和光照下而不变质，这样有利于对实验现象的观察和数据的处理。黄玉米中的天然色素是一种很好的食品添加剂，因此，本实验具有很强的实用性。     

苯乙酮电合成苯甲酸有机化学新实验的绿色设计

借助"卓越杯"大学生化学实验竞赛平台,结合有机化学和电化学实验教学,设计了苯乙酮电化学合成苯甲酸的综合性有机绿色实验项目。苯甲酸合成步骤简单而环保,涉及电解、萃取、酸化、抽滤,以及薄层色谱(TLC)定性、1 HNMR和13 CNMR表征,体现了有机化学与电化学的有效结合。该综合性实验适合于应用化学专业实验、有机化学专业实验、基础化学实验,有利于培养综合性、创新性、实用性人才。     

薄层色谱法对几种氨基酸鉴定实验的改进

目的：改进常用薄层色谱法定性鉴定氨基酸实验中常出现展开效果差，易拖尾，重复性差等不足问题，探讨微乳氨基酸乳液展开剂的性能和效果。方法：采用十二烷基硫酸钠／正丁醇／正己烷／水配制成微乳液作为展开剂，对教学中常见的5种氨基酸进行微乳薄层色谱法分析。结果：展开效果好，色谱性能稳定，重现性良好。结论：微乳液在氨基酸薄层色谱教学中是可采用的一种方法。     

维生素C磷酸酯镁合成实验中溶液pH值的确定

以维生素C为原料经基团保护法合成了维生素C磷酸酯镁,通过薄层色谱分析法确定了磷酰化反应的最佳pH值范围在12.0~13.0之间,在此情况下维生素C磷酸酯镁纯度可达90%(质量百分数).对产品分析测试结果表明与标准品相符.     

复方逍遥糖浆的薄层鉴别探讨

目的建立复方逍遥糖浆的薄层色谱鉴别方法。方法采用薄层色谱法鉴别处方中投料量较大的5味主药。结果处方中的当归、川芎、白芍、栀子、甘草的薄层色谱具有鉴别特征。且重现性好。结论薄层色谱鉴别方法简便可靠,专属性强,可作为复方逍遥糖浆的质控指标。     

新型分析试剂PV·PHHNS的合成及提纯

报道了聚乙烯醇缩-2-(对甲酰基苯基偶氮)-7-(2-羟基-5-磺酸基)-1.8-二羟基萘-3.6-二磺酸(简称PV.PHHNS)的合成、纯化及其鉴定.将小分子试剂酸性铬蓝K接到聚乙烯醇上,并采用纸色谱选择展开剂、薄层色谱确定展开剂及柱色谱提纯的方法成功的将其提纯,红外光谱显示酸性铬蓝K已成功高分子化.     

“中药色谱分析综合实验”创新课程教学探索

为了提高学生分析问题和解决问题的能力,在药学专业分析化学实验教学中,开设"中药色谱分析综合实验"创新课程。该综合实验以解决中药分析的相关问题为目的,结合教学组在中药质量控制等领域内的研究成果,合理进行教学内容设计。实验以中药栀子为研究对象,综合柱色谱、薄层色谱、高效液相色谱和气相色谱四种色谱实验技术,对栀子中的环烯醚萜苷类有效部位进行分离纯化、定性和定量分析。以上实验教学,不仅对学生进行了基本实验技能训练,而且有效的训练学生的科研思维,提升了学生综合运用知识的实践能力,全面培养学生药物分析专业思想和综合素质,为今后专业课程的学习奠定基础。     

野生和栽培金铁锁质量的比较研究

用薄层色谱法、水分测定法、浸出物测定法对野生与栽培金铁锁的质量进行了差异比较研究．结果表明：薄层鉴别的色谱斑点清晰,野生与栽培金铁锁药材薄层色谱鉴别斑点、水分和浸出物含量基本一致．野生与栽培的金铁锁药材内在质量无明显差异．     

掺杂氰基苯乙烯的胆甾相液晶凝胶的双色性能

为了弥补单色防伪不足，设计了“双色”防伪材料的实验。通过缩合反应合成具有聚集诱导发光特性的氰基苯乙烯化合物，然后与向列相液晶、凝胶剂、手性剂物理混合制备兼具荧光和结构色的“双色”胆甾相液晶凝胶材料；利用薄层色谱、掺水实验、核磁共振波谱仪、紫外-可见分光光度计、荧光分光光度计等分析材料的化学结构与颜色性能，并制备字符二级加密以及八卦中的“坎”与“离”图像加密模型。结果表明，制备的双色胆甾相液晶凝胶可用于信息存储与防伪领域。     

一个研究型含氟杂环化合物实验的设计

设计了一个由底物控制的化学选择性合成含氟吡唑、哒嗪酮和吲哚衍生物的实验.此研究型实验是以不同碳链长度的β,γ和δ-含氟酮酸酯为底物与苯肼在对甲苯磺酸的作用下,以甲苯为溶剂一锅反应分别得到具有潜在生理活性的含氟吡唑、哒嗪酮和吲哚衍生物.实验操作简便、反应条件温和.反应的进程可用TLC和19F NMR谱跟踪.产物结构经红外光谱、核磁共振氢谱、氟谱和碳谱及元素分析等表征和确定,对底物控制的化学选择性形成不同的产物进行了分析,并对此研究型实验在实验教学工作中的实践效果进行了探讨.     

参红补血颗粒薄层色谱鉴别研究

采用薄层层析法对参红补血颗粒中的红景天、红参、黄精、白术进行定性鉴别.结果表明,红景天、红参、黄精、白术的薄层图谱清晰,并且阴性无干扰.建立的鉴别方法简便,可靠,专属性强,重现性好,可用作参红补血颗粒的质量控制方法.     

一种用于TLC闪存的速率兼容LDPC码

TLC闪存存储单元随着擦写次数不断增加,错误概率快速增大。基于TLC闪存信道结构,利用原模图LDPC码字扩展以及变量节点与TLC闪存存储页匹配关系,提出了一种速率兼容原模图LDPC码,所设计的速率兼容原模图LDPC码在保持信息位长度相同情况下,可实现可变码率,能够适应TLC闪存擦除次数增多而导致的不同纠错能力需求情况,编译码时只需一对LDPC编码器/译码器即可灵活处理所有码率,从而提高编码器/译码器的硬件利用率。仿真结果表明,所提出的速率兼容原模图LDPC码优于未经过逻辑页匹配的速率兼容原模图LDPC码,当误码率为[10-4]、码率分别为0.90、0.82、0.75时,所提出的速率兼容原模图LDPC码信噪比性能比基于PEG算法的非规则LDPC码均提高0.2dB以上。     

Prospect of integrating indigenous knowledge in the teacher learning community

ABSTRACT

Integrating indigenous knowledge in the science classroom is one approach of maximizing the sociocultural relevance of education. The purpose of this study is to describe the possibility of integrating indigenous knowledge and school sciences through a Teacher Learning Community (TLC) at the secondary school. Data were collected through teaching and learning documents, interviews, and observations of a secondary teacher working group of natural science subjects in the Special Region of Yogyakarta Province in Indonesia. This research finding proposes eight steps to integrate indigenous science within the TLC: collecting and identifying what constitutes indigenous science, selecting natives’ science issues of interest, analyzing and connecting the topics to school science, implementing the lessons, reflecting on the consequences of each knowledge, evaluating the lesson process, expanding possibilities for further discovery, and sharing outcomes. The eight steps are sequential and repetitive in the cycle. The indigenous integration knowledge through the TLC is expected to link indigenous knowledge and school science.     

Process evaluation of a teaching and learning centre at a research university

This paper describes the evaluation of a teaching and learning centre (TLC) five?years after its inception at a mid-sized, midwestern state university. The mixed methods process evaluation gathered data from 209 attendees and non-attendees of the TLC from the full-time, benefit-eligible teaching faculty. Focus groups noted feelings of inclusiveness because of the sole concentration on teaching. The survey found that attendees felt more positive about the value and effectiveness of the TLC than non-attendees, and no one on campus expressed negative feelings about its effectiveness. We discuss implications for future evaluation research.     

小儿柴桂退热颗粒薄层色谱鉴别研究

目的建立和完善小儿柴桂退热颗粒的质量标准,为保障其临床疗效提供科学依据。方法采用TLC法对处方中的主要药材柴胡、桂枝等进行薄层色谱的定性鉴别。结果采用TLC法可以鉴别柴胡、桂枝,且斑点清晰,阴性对照品无干扰。结论该方法操作简便、可靠,结果重现性好,可作为小儿柴桂退热颗粒的质量控制方法。     

The affordances of teacher professional learning communities: A case study of a Chinese secondary school

This study investigates the learning experiences and the trajectories of EFL teachers' professional development in Chinese secondary schools under a socio-cultural framework. The findings indicate that social and individual affordances are both essential to individual teachers’ professional development, and to the sustainable growth of the teacher learning community (TLC). The former is prerequisite to the latter, whereas the latter determines the route and pace of development. This paper also demonstrates the usefulness of activity theory in analysing the affordances of TLC, and advocates that all parties involved should understand, identify and create positive affordances for teacher professional development.     

Transactional literature circles and the reading comprehension of English learners in the mainstream classroom

This study examines a problem that many mainstream teachers face today: how to successfully improve reading comprehension for English language learners (ELLs) in an English‐only environment. The researcher examines both the academic and psychosocial effects of the Transactional Literature Circles (TLC) programme on a treatment group of 75 fourth to sixth grade, at‐risk, ELLs to a comparable control group who did not participate in the study. The results of this study report that TLC positively affected the reading comprehension of the programme participants. The students in the TLC programme outperformed the students in the control group on standardised reading tests, and in 7 months increased one grade level in reading. Teacher interviews and student surveys reported an increase in student reading engagement and motivation that positively affected reading self‐efficacy, confidence and a willingness to participate in class discussions.