碳纳米管负载单（双）核四硝基铁酞菁的制备和催化性能

制备出了碳纳米管负载单（双）核硝基铁酞菁,采用电化学手段研究了碳纳米管与金属酞菁的最佳配比,最佳热处理温度以及它们催化氧还原反应的动力学特征。结果表明：对于单核硝基铁酞菁而言,其与碳纳米管的最佳比例为2：3,而双核硝基铁酞菁与碳纳米管的最佳比例为1：4：样品的最佳热处理温度为500℃,催化剂催化氧还原反应的电极过程均受表面吸附所控制。     

芳香胺，丁炔二酸二甲酯和环状二羰基化合物的三组分反应

芳香胺,丁炔二酸二甲酯和环状二羰基化合物如丙二酸亚异丙酯以及巴比妥酸于室温下在乙醇中顺利反应,高产率的生成2-丁烯酸甲酯取代的丙二酸亚异丙酯以及巴比妥酸芳香铵盐。所有产物结构通过红外,^1HNMR,^13CNMR,HPLC／MS的表证,并且得到了X-衍射单晶结构分析的确定。     

Grade 12 French Students’ use of a Thermodynamic Model for Predicting the Direction of Incomplete Chemical Changes

The authors of the current chemistry curriculum—implemented in Grade 12 in France—provided a criterion of change allowing prediction of direction of chemical changes and pointed out the difference to be made between experimental facts and models. A study analysing part of the curriculum content and the effects of teaching this content on students’ reasoning was conducted. The content analysis presents the functioning of the thermodynamic model, which highlights the links to be made between the experimental situation and the model when predicting the direction of a chemical change. This functioning specifies the role of the chemical equation and that of the criterion of change (comparing the reaction quotient to the equilibrium constant) and stresses the crucial points that may lead to misunderstandings. Written tests were administered to students after teaching them to determine how they predicted the direction of a chemical change, and whether they made a relevant choice between using the chemical equation and using the criterion of change and a clear distinction between the experimental situation and the thermodynamic model. Few students had a good understanding of the respective roles of the criterion and the chemical equation. A majority used the criterion to predict the direction of chemical changes relevantly, but correct answers were not widespread. Two particular mistakes, the modification of the expression of the reaction quotient and the prediction of a change despite a missing reactant, revealed that students do not properly understand the difference and the relationship between the experimental situation and the thermodynamic model.     

The effects of explanation-driven inquiry on students’ conceptual understanding of redox

ABSTRACT

The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students’ redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the treatment group and another class that received conventional teaching was set as the control group. Students’ conceptual understanding was measured by a standardised instrument, and the students’ misconceptions were compared. The analysis of covariance showed that EDI teaching had significant effects on students’ redox conceptual understanding, and the results of the chi-square test demonstrated that students’ conceptual understanding level was improved by using EDI teaching. Also, after comparing the two groups of students’ misconceptions of redox, the results indicated that the students’ misconceptions changed toward deeper conceptual understanding in the treatment group that used EDI. Finally, some suggestions were made on how to implement EDI in the classroom.     

The Antiracism Field Assignment

Abstract

As a second article in a series devoted to an ongoing evaluation of our antiracism field project, a controversial assignment rooted in our Smith College School for Social Work's antiracism commitment, this paper focuses on the review of 128 assignments completed between September 1998-August 2000. A thematic analysis of these projects revealed interesting findings regarding the types of projects, population served, race of student, institutional receptivity, factors that enhanced or impeded student learning, obstacles encountered and degree of collaboration. Specific case examples are included that illuminate the complexity of the processes involved in learning skills utilized in antiracism work.     

Ti掺杂ZnO的结构、磁性和电性能

通过固相反应法制备非磁性原子Ti掺杂ZnO系列样品．X射线衍射测量显示样品除了ZnO相外,还产生了Zn2TiO4、ZnTiO3两个物相．晶粒大小为30～60nm．振动样品磁强计测量得出样品的磁性都为抗磁性．样品电阻率大于l02Ω·cm,无霍尔效应和磁致电阻效应．     

648例中药注射剂不良反应的调查与分析

目的分析中药注射剂不良反应发生特点及规律,为临床合理用药提供参考。方法采用回顾性分析方法对2010年1月至2012年12月收到的648份中药注射剂不良反应报告表进行统计分析。结果中药注射剂诱发的不良反应648例,涉及30种药物,累及人体7个系统,最常见的为皮肤及其附件损害,严重的不良反应为93例。结论临床应合理使用中药注射剂,加强对中药注射剂不良反应的监测,提高用药水平。     

新型粘弹性表面活性剂的合成及其酸岩反应动力学研究

简述了油酸酰胺丙基甜菜碱的合成方法以及其酸液变粘机理。通过酸岩反应实验建立变粘酸的酸岩反应动力学方程。实验结果表明：进行60℃变粘酸与碳酸岩动态反应实验时,酸液浓度在10％左右,反应速率出现峰值,变粘酸粘度随着盐酸浓度改变对反应速率影响很大;变粘酸在酸岩反应的整个浓度范围内反应速率与浓度不呈线性关系,并求出了5％～10％、10％～15％、15％～20％三个浓度段反应级数以及反应动力学方程。     

介孔碳负载钯催化剂的制备及其对 Sonogashira 偶联反应的催化性能研究磁

通过简单方法合成了介孔碳负载钯催化剂,考察了该催化剂对Sonogahsira反应的催化效果,并优化了反应条件。     

Occurrence of the Bunsen side reaction in the sulfur-iodine thermochemical cycle for hydrogen production

This study aimed to establish a closed-cycle operation technology with high thermal efficiency in the thermochemical sulfur-iodine cycle for large-scale hydrogen production. A series of experimental studies were performed to investigate the occurrence of side reactions in both the H₂SO₄ and HI _x phases from the H₂SO₄/HI/I₂/H₂O quaternary system within a constant temperature range of 323–363 K. The effects of iodine content, water content and reaction temperature on the side reactions were evaluated. The results showed that an increase in the reaction temperature promoted the side reactions. However, they were prevented as the iodine or water content increased. The occurrence of side reactions was faster in kinetics and more intense in the H₂SO₄ phase than in the HI _x phase. The sulfur or hydrogen sulfide formation reaction or the reverse Bunsen reaction was validated under certain conditions.