一氧化二氮与金属反应的热力学分析

用热力学方法讨论一氧化二氮和金属发生氧化还原反应的情况 ,同时对一氧化二氮和常见金属反应的可能性和趋势作了分析。     

不可逆扩散过程的微观实质

根据等概率原理,通过对宏观气体异扩散前后微观状态数的计算,得出宏观气体异扩散的微观实质是扩散后宏观状态出现的概率远远大于扩散前宏观状态出现的概率。     

金属氧化与氨反应的热力学讨论

西文有和热力学方法讨论了金属氧化物和氨发生氧化还原反应的情况，同时对常见金属氧化物与氨反应的可能性和趋势作了分析。     

不可逆斯特林制冷机的（εR）max

研究一类含有热阻和回热损失的斯特林制冷机的（εR)max，得到一些新的性能参数，可为斯特林制冷机最佳工况的选择和优化设计提供理论指导。     

论化学热力学和化学动力学的矛盾及其统一

以平衡常数的理论计算,化学反应与温度的关系,以胶体的稳定性为例,分析了化学热力学和化学动力学之间的一些矛盾和产生矛盾的原因,揭示了化学热力学和化学动力学对立统一的关系.     

Reasoning with Atomic-Scale Molecular Dynamic Models

The studies reported in this paper are an initial effort to explore the applicability of computational models in introductory science learning. Two instructional interventions are described that use a molecular dynamics model embedded in a set of online learning activities with middle and high school students in 10 classrooms. The studies indicate that middle and high schools students can acquire robust mental models of the states of matter through guided explorations of computational models of matter based on molecular dynamics. Using this approach, students accurately recall arrangements of the different states of matter, and can reason about atomic interactions. These results are independent of gender and they hold for a number of different classroom contexts. Follow-up interviews indicate that students are able to transfer their understanding of phases of matter to new contexts.     

物理化学中“热力学第二定律”教学浅析

物理化学中热力学第二定律及熵的概念较难理解和掌握,文章针对这种情况,对教学中的重点和难点进行了阐述.     

情系青藏 求实创新 ——记中国科学院新增院士莫宣学教授

本文对中国科学院新增选院士莫宣学教授从事地质专业学习、地质教育与地学科研工作50余年的经历做了较为完整的叙述,集中介绍了莫宣学教授在岩浆热力学基础研究、青藏高原地质研究和＂三江＂特提斯成矿域岩浆作用与成矿关系研究三大领域所取得的突出成绩,并通过挖掘莫宣学教授成长的经历,真实地反映出他对待教学和科研工作的严谨作风,以及作为一名教师与科学家的优秀品格。     

玻色、费米粒子统计方法的研究

采用计算最可几值的方法,研究了多元玻色子(boson)、费米子(fermion)系统粒子的统计分布规律,揭示了单元粒子系统与多元粒子系统统计分布的一致性.     

The Kinetic-Molecular and Thermodynamic Approaches to Osmotic Pressure: A Study of Dispute in Physical Chemistry and the Implications for Chemistry Education

Osmotic pressure proves to be a useful topic for illustrating the disputes brought to bear on the chemistry profession when mathematics was introduced into its discipline. Some chemists of the late 19th century thought that the introduction of mathematics would destroy that chemical feeling or experience so necessary to the practice of chemistry. These chemists were critical of the suggestion that mathematically analogous expressions for macroscopic phenomena implied similar kinetic-molecular processes at the microscopic level because they believed that a chemical phenomenon discovered by chemical experience through experiment was a more reliable guide to molecular processes than was mathematics. In general physical chemists of the modern era are also critical of the suggestion that mathematically analogous expressions for macroscopic phenomena imply similar kinetic-molecular processes at the microscopic level but for different reasons. The mathematical analogy between the van’t Hoff law and the ideal gas law is regarded as an artefact of the mathematical thermodynamic treatment of osmosis and not as a result of a correlation of kinetic-molecular processes. Some chemists however, albeit a minority, while agreeing with the thermodynamic treatment of osmotic pressure suggest that the mathematical analogy is more significant than being simply a mathematical artefact. They propose a controversial kinetic-molecular model of osmotic pressure which they believe has more educational value than the thermodynamic model. The significance of mathematically analogous expressions for different chemical properties and the desirability of highlighting unifying chemical principles for the teaching and learning of tertiary level chemistry are discussed predominantly in the context of historical osmotic studies.