Sulfur hexafluoride (SF₆) is the most widely used gaseous insulating material in the power industry. Owing to SF₆ is highly prone to causing severe greenhouse effects, prompting scientists to actively seek alternative gases. This paper systematically examines the structure, key chemical properties, property-oriented applications, environmental concerns, and research on SF₆ substitutes. It elucidates the fundamental characteristics of chemistry in understanding and creating substances, enhances teachers' and students' comprehension of chemical research methodologies, fosters core competencies such as “macro-microscopic analysis” and “scientific attitude and social responsibility”, and cultivates the disciplinary core concept that “structure determines properties, and properties determine applications”.

With the rapid development of science and technology, China's thirst for top-notch creative talents has become increasingly strong. The value, path, and strategy of promoting students' creative literacy development in disciplinary teaching at the basic education have become the focus of current education research and practice. This article elaborates on the unique advantages and educational value of Chinese scientists' achievements on the development of students' creative literacy from multiple perspectives. Based on the “High Level Design-Based Lesson Study 3.0” project of the chemistry education team at Beijing Normal University, 8 chemistry teaching cases were presented to introduce the path and methods of teaching transformation of Chinese scientists' research achievements; Summarized and extracted the key strategies for the translation of Chinese scientists' achievements into high school chemistry teaching, and pointed out the crucial role of big ideas and chemical perspectives. In order to provide reference and experience for promoting the development of students' creative literacy in chemistry teaching.

Popularizing cutting-edge scientific and technological achievements and embedding the spirit of science into textbooks are important pathways to realizing the educational mission of the chemistry curriculum. This study constructs a quantitative analytical framework encompassing three core dimensions: content selection, modes of presentation, and knowledge carriers. Taking four editions of high school chemistry textbooks published by the People's Education Press over the past forty years as the research objects, it systematically counts and analyzes the characteristics of integrating cutting-edge achievements. On this basis, the paper proposes teaching suggestions such as flexibly integrating scientific and technological advances to create instructional contexts, building diversified evaluation and feedback mechanisms, and highlighting the value orientation of educational content.

Through a comparative analysis of five sets of multiple-choice questions, this study examines the differences between knowledge-oriented and competency-oriented multiple-choice questions in terms of assessment objectives, question characteristics, and cognitive demands. It proposes tailored ideas for designing competency-oriented multiple-choice questions and offers instructional guidance. Building on this, three core strategies to avoid mechanical memorization are established: (1) assessing cognitive transfer ability in authentic contexts, (2) promoting explicit expression of disciplinary thinking through problem design, and (3) achieving structured integration of subject knowledge.

This project is designed based on the content of “comprehensive utilization of marine resources and salt production” (Section 4, Chapter 7) from the Keyue Edition textbook. With the theme of “designing an integrated device for seawater desalination and salt production”, it unfolds around four tasks: “understanding marine resources” “designing an integrated plan for seawater desalination and salt production” “manufacturing an integrated device for seawater desalination and salt production and conducting experiments”, and “developing self-made evaluation tools and carrying out testing”. It applies and improves the general ideas and methods of substance separation, develops the big concepts of the diversity of substances and sustainable development, and forms a cognitive perspective of the integration of “teaching, learning, and assessment”.

Based on the theme of “making a Chinese Running Lantern”, this projects integrates contents from chemistry, mathematics, physics, history, art, and engineering. It features four core tasks, including exploring the history of lanterns and analyzing their scientific principles, selecting a heat source for the running lantern, designing and constructing it and investigating factors affecting its rotational speed. Through these tasks, students are guided to deepen their understanding of fuel combustion and its regulation within a problem-solving context. This approach aims to enhance their scientific inquiry and hands-on experience, ultimately improving their comprehensive ability to solve real-world problems with interdisciplinary approaches.

Based on the C-STEAM education concept, analyze the chemical, traditional Chinese medicine, and technical knowledge involved in the ancient method of making facial cream, and set the project learning goals. According to the 6C model, create an ancient facial cream and a multi-effect face cream, and hold an exhibition and charity sale. By allowing students to personally create and promote products, this paper aimed to enhance their awareness of traditional culture and boost their cultural confidence. Finally, by summarizing, evaluating, and reflecting, this paper aimed to deepen students' understanding of chemical knowledge and traditional culture in traditional Chinese medicine.

With the theme of “designing the formula for phenol ear drops”, the project revolved around sub-tasks such as the selection of solvents, antioxidants, and pH regulators for phenol ear drops. It integrated innovative experimental devices to conduct an experimental research on the properties of phenol. Finally, the results were presented and exchanged, and the project learning process and learning outcomes were diagnosed and evaluated in combination with the corresponding evaluation scales. The research shows that the project learning effectively deepens students' understanding of the mutual influence between benzene rings and hydroxyl groups, and enhances their ability to conduct cooperative experimental exploration and solve real-world problems.

This study uses nanozymes as a focal point to explore effective strategies and pathways for incorporating cutting-edge scientific research into high school chemistry teaching, with a particular focus on its pivotal role in cultivating innovative talents. In response to the growing societal demand for creative and forward-thinking talent, the paper proposes a four-phase instructional model: cognitive initiation, knowledge construction, active inquiry, and value internalization. The teaching approach is guided by key principles, including student-centered learning, problem-oriented instruction, integration of science and education, and interdisciplinary learning. A variety of teaching methods are employed, such as thematic lectures, laboratory open days, creative assignments, project-based research, and simulated scientific inquiry. These methods encourage students to ask questions, design experiments, analyze data, and communicate their findings, thereby sparking their interest in scientific research and innovation. Classroom practices demonstrate that nanozymes: an interdisciplinary topic at the intersection of materials science, chemistry, and biology: not only add relevance and rigor to the curriculum but also significantly enhance students' scientific literacy, critical thinking, and sense of social responsibility. This case study provides both a theoretical framework and a practical pathway for systematic cultivation of innovative talents in basic education. It highlights the educational value of cutting-edge scientific research in identifying and nurturing the next generation of top-tier innovative talent.

With the assistance of DeepSeek, the “Chemical Snake” game was developed based on the cognitive load theory, flow theory, and zone of proximal development theory. The game content covers chemical terms, chemical concepts, chemical laws, and chemical reactions. In the game, students control the “snake” to move via the keyboard and make it grow by devouring food that meets the requirements. The dynamic feedback mechanism caters to personalized learning needs. To achieve the serialized development of game knowledge, a method for game development by building game systems is proposed, which avoids the randomness in the quality of games generated by GenAI to a certain extent. A survey was conducted among 30 eighth-grade students in Nanjing who had experienced the “Chemical Snake” game, the game significantly stimulated interest and received high ratings on design, content, playability, usefulness, and scalability.

Based on the principle of selective corrosion of copper-clad boards, experimenters can freely use oil-based pens to draw electrodes of arbitrary sizes, shapes, and quantities. After etching, miniature electrolytic cells can be fabricated. Using copper sulfate as the electrolyte solution, the electrolytic reaction was conducted in the thin-layer gap between the copper-clad board and a cover glass, allowing clear observation of phenomena within 3 min. This highly adaptable experiment could simulate various scenarios, such as electrolytic copper refining, electroplating on irregularly shaped cathodes and series-connected electrolytic cells. This experiment also investigated the effect of electrode spacing on reaction rate.

The basic electroplating experiment is a required laboratory activity for senior high school students. CuSO₄ solution is used as the electrolyte in the “copper plating on iron nails” experiment in the textbook. However, it is not explicitly mentioned whether Cu(NO₃)₂ or CuCl₂ solutions can serve as alternatives. Experimental inquiry revealed that both CuCl₂ and Cu(NO₃)₂ electrolytes induced side reactions during the electroplating process, rendering them unsuitable for classroom demonstrations. In contrast, electrolyzing the cuprammonium solution not only produced a dense and bright coating but also prevented the corrosion of the iron electrode. Nevertheless, researches revealed that Cl^- was often added as an electrolyte additive in industrial production and Cu(NO₃)₂ was used as the electrolyte for copper refining. Consequently, this study advocates that chemistry teaching should emphasize cultivating students' capacity to pay more attention to the following aspects: the influence of specific experimental conditions on results, the selection of conditions under specific practical requirements, and the limitations and applicability of knowledge at different stages.

In this paper, the reaction of copper ions and different reducing ions is used as an exploration system to promote students to understand the diversity of reactions from multiple perspectives. Along the lines of the inquiry on “the reaction of Cu²⁺ with Cl^-, Br^-, I^-; the reaction between Cu²⁺ and S^2-; the reaction between Cu²⁺ and SO^2-₃”, the three teaching links are progressive, promoting the structuring of core knowledge, cognitive ideas and scientific concepts, and comprehensively improving students' core chemistry literacy.

This paper analyzes the principle of the carbonation process in soda ash preparation. An innovatively designed experimental device can well simulate the carbonation process. The effects of ammonia water concentration and cooling temperature on carbonation were explored. Ammonium ion sensors and chloride ion sensors were used to quantitatively analyze the contents of NH⁺₄ and Cl^- in the products. The study concludes that in the laboratory, using approximately 14% ammonia water to prepare saturated ammoniated brine and cooling with normal temperature water can better simulate the industrial production process of soda ash preparation, resulting in products with low impurity content.

Based on the independently developed digital experimental system, this study developed an activation energy determination experiment of the reaction between H₂O₂ and KI. The automatic temperature rise was achieved through the heating rod, and precise temperature control was realized by the temperature sensor. The potential sensor was used to characterize the change of potential over time during the reaction process. Based on the potential jump shown in the potential-time curve, the reaction time was determined, thereby achieving the accurate measurement of the activation energy. At the same time, the molar ratio of H₂O₂ to KI, the dosages of Na₂S₂O₃, the acidity of the solution and the reaction temperature were optimized. This digital experiment effectively resolves the bottlenecks of “unstable temperature control”, “inaccurate timing” and “subjective endpoint determination” in the traditional activation energy determination experiment, making the abstract activation energy visual and quantifiable, which is conducive to improving the teaching quality of basic chemical reaction principles and the development of students' subject literacy.
   

In the decomposition reaction of hydrogen peroxide, digital experiment confirmed that manganese dioxide participated in the chemical reaction. The mechanism of manganese dioxide catalyzing the decomposition of hydrogen peroxide was presented in stages by regulating the acidity or alkalinity of the solution. Under acidic conditions, manganese dioxide was first reduced to Mn (II) by hydrogen peroxide, and then under alkaline conditions, Mn (II) was oxidized by hydrogen peroxide to form manganese dioxide, proving that manganese dioxide actually participated in the chemical reaction as a catalyst. From a macroscopic perspective, it helps students understand the reason why a catalyst changes the rate of a chemical reaction is that it alters the reaction course, and its chemical properties change during the chemical reaction process.

This paper systematically examines the evolution of group theory, tracing its development from the foundational concept introduced by Guyton de Morveau in the late 18th century to the functional group theory that emerged following contributions by Berzelius, Dumas, Liebig, and other chemists. Key advancements are detailed, particularly the transition from early empirical approaches to group identification to the establishment of functional group concepts by the end of the 19th century. The paper underscores the pivotal role of functional group theory in elucidating modern organic reaction mechanisms, highlighting its central importance in contemporary chemistry. Additionally, it provides valuable insights for both research and teaching in the history of chemistry.