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Chinese Journal of Chemical Education  
  Chinese Journal of Chemical Education--2015, 36 (21)   Published: 02 November 2015
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Chinese Journal of Chemical Education. 2015, 36 (21): 0-0.
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Rapidly Test Whether Edible Blend Oil Deteriorated

SUN Xiao-Chun, WANG Qiu-Yue, DOU Xing-Xing, SUN Ya-Na
Chinese Journal of Chemical Education. 2015, 36 (21): 1-2. ;  doi: 10.13884/j.1003-3807hxjy.2015040036
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How to quickly test whether edible blend oil deteriorated at home? According to the reason and product of rancidity and deterioration of edible blend oil, this paper found a simple method with white vinegar as solvent and potassium iodide-starch test paper to rapidly test, through a lot of comparative experiments.

Comparative Study on Effectiveness of Chemistry Classroom Teaching of Novice Teachers and Proficient Teachers

FU Li-Hai, ZHENG Chang-Long, JIA Meng-Ying
Chinese Journal of Chemical Education. 2015, 36 (21): 3-6. ;  doi: 10.13884/j.1003-3807hxjy.2014120060
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Based on CPUP model of classroom teaching system, this paper employed the evaluation scale (ESEPrSCT) to assess the effectiveness of primitive systems in ordinary lessons of 24 novice teachers and 24 proficient teachers. The comparison and analysis showed that there were significant differences between novice teachers and proficient teachers in two dimensions which were quality of instruction behavior chain and using resource and technology effectively, and proficient teachers had better performance than novice teacher. However, there were no significant differences in another three dimensions, novice teachers and proficient teachers had good performance in using time rationally, matching degree and handing primitive content rationally.

Study on Chemistry Learning in the Perspective of Triple Representation

LI Ling, LI Guang-Zhou
Chinese Journal of Chemical Education. 2015, 36 (21): 7-11. ;  doi: 10.13884/j.1003-3807hxjy.2014040002
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This article reviewed some studies on chemistry learning from paradigm of triple representation. Researchers detailed single-dimension chemistry learning difficulties encountered by students at microscopic, macroscopic and symbolic representations. Combining with information processing model, triple representation explained chemistry learning mechanism and formed dynamic cognition of chemistry learning. Studies from triple representation were not perfect, some perspectives should be improved for the ongoing research about chemistry learning.

Comparative Research on the Contents of Chemical Equilibrium in Senior High School Chemistry Textbooks of Six Countries

LIU Li-Ya, YAN Chun-Geng, ZHOU Qing
Chinese Journal of Chemical Education. 2015, 36 (21): 12-16. ;  doi: 10.13884/j.1003-3807hxjy.2014080138
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This paper compared the selection, arrangement and presentation of chemical equilibrium contents in senior high school textbooks of six representative countries, analyzed the characteristics and advantages of the textbooks in each country, and gave suggestions for the shortages of Chinese textbooks in content arrangement and presentation.

Analysis of Inquiry Learning Activities and Behaviors in Optimizing Experimental Conditions of Silver Mirror Reaction

WANG Ting, HU Hui, YAO Lan, SHEN Li-Ming
Chinese Journal of Chemical Education. 2015, 36 (21): 17-23. ;  doi: 10.13884/j.1003-3807hxjy.2015030142
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This paper analyzed the inquiry learning activities and behaviors in optimizing experimental conditions of silver mirror reaction by NVivo 10 qualitative analysis tool, including inquiry goals, implementation steps, orthogonal experiment design, experimental process and conclusions.

Review on Teaching of Application of the Principle of Precipitation Dissolution Equilibrium

LI Fa-Shun, YUAN Ming-Yue
Chinese Journal of Chemical Education. 2015, 36 (21): 24-26. ;  doi: 10.13884/j.1003-3807hxjy.2014040089
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Focused on how to remove lime scale inside a water heater, this paper took precipitation transformation among AgCl, AgI and Ag2S, to help students to understand and construct precipitation transformation principles (eg. An insoluble electrolyte can be transformed into another more insoluble electrolyte, and the reverse transformation can occur in certain condition) from the experimental demonstration to inference and calculation.

Application of Attention Resource Limitation Theory in Chemical Terminology Teaching

YIN Qiu-Yuan, YANG Kun
Chinese Journal of Chemical Education. 2015, 36 (21): 27-29. ;  doi: 10.13884/j.1003-3807hxjy.2014040109
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Based on the experimental study, this paper used attention resource limitation theory to analyze the reasons of “carelessness” when students were writing chemical terminology, and put forward the corresponding solutions: to deepen the understanding of the nature of the concepts, to carry out the symbolic representation correctly, to grasp the key features, to eliminate the secondary factor, to construct the thinking model and to reduce the difficulty of problem.

Analysis of College Entrance Examination of Chemistry in Guangdong 2014

XIA Shi-Jun
Chinese Journal of Chemical Education. 2015, 36 (21): 30-35. ;  doi: 10.13884/j.1003-3807hxjy.2014070018
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This paper analyzed college entrance examination of chemistry in Guangdong 2014, including the overall characteristics of examination questions and the highlights, explored the functions of test questions, and reflected on enlightenments of test questions and preparation strategies, in order to study the law of preparing questions and promote teaching research.

Review of “Thermal Effect in Chemical Reactions” Led by Chemical Ideas in Grade Three of Senior High School

YANG Xiao-Dong
Chinese Journal of Chemical Education. 2015, 36 (21): 36-40. ;  doi: 10.13884/j.1003-3807hxjy.2014100094
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This paper reorganized the teaching content of “thermal effect in chemical reactions” in textbook published by Jiangsu Education Press in the background of nitrogen fixation, analyzed the causes of energy production in chemical reactions. Thus students understood the effects of energy on chemical reactions, and analyzed equipment optimization and condition control in process flow using energy view. Finally, students mastered core knowledge during the process of solving problems and had systematic energy view.

Impact of Teaching Case Study Project for Promoting Students' Cognitive Development on Teachers' Teaching Behavior

HU Jiu-Hua, LI Yan, ZHU Peng-Qiong
Chinese Journal of Chemical Education. 2015, 36 (21): 41-47. ;  doi: 10.13884/j.1003-3807hxjy.2015040046
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This study investigated the change of teachers' teaching behaviors after the teaching case study focused on promoting students' cognitive development, including teaching design, classroom teaching behaviors and teaching reflection. Data were collected through classroom observation, video analysis, questionnaire and interview to support the change of teachers' teaching behaviors and the cause of the change. Finally, this paper summarized effective methods to promote the change of teachers' teaching behaviors during the project.

Application of Super Absorbent Polymer in Experiment Design for Reaction of Iron and Water Vapor

SUN Dan, XIONG Xiao-Dan, ZHU Ling-Lan, WU Xiao-Chun
Chinese Journal of Chemical Education. 2015, 36 (21): 48-49. ;  doi: 10.13884/j.1003-3807hxjy.2015010138
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This paper used super absorbent polymer material instead of cotton for the reaction of iron and water vapor, which not only could solve the difficult problem to clean due to cotton carbonization, but also could maximally absorb the remaining condensate water in tube mouth. Through several experiments,this study found that the improved experiment had obvious phenomena with simple device and cheap and readily available materials, as well as strong safety.

Design of Combined Experiment Device to Explore Carbon Dioxide from Multi Angle

ZOU Biao, HU Zhi-Gang
Chinese Journal of Chemical Education. 2015, 36 (21): 50-52. ;  doi: 10.13884/j.1003-3807hxjy.2013040025
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Through combined design and improvement of experimental apparatus, this paper explored properties, separation and purification, qualitative detection, quantitative determination of carbon dioxide and preparation of new substances using carbon dioxide, which developed students' ability to explore and design experiments.

Mutual Transformation of Basic Copper Sulfate and Copper Hydroxide and Conditions for Preparation of Copper Hydroxide

FENG Xiang-Hua, DING Shi-Min, ZHANG Hong-Qiong, BAO Man-Jing
Chinese Journal of Chemical Education. 2015, 36 (21): 53-56. ;  doi: 10.13884/j.1003-3807hxjy.2014030023
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This paper quantitatively studied the characteristics of transformation between basic copper sulfate and copper hydroxide and conditions for preparation of pure copper hydroxide. The results showed that basic copper sulfate and copper hydroxide could be transformed into each other slowly, increasing the concentration of copper sulfate was conducive to the transformation to basic copper sulfate, while increasing the concentration of sodium hydroxide was conducive to the transformation to copper hydroxide, and the pure copper hydroxide could be prepared by adding copper sulfate solution dropwise to sodium hydroxide solution which was in excess of fifteen percent above.

Systematic Study on Conditions of Chlorination Reaction of Methane and Optimization of Teaching Strategies

WU Yu-Fei, ZHANG Zhong-Qiang, ZHANG Ping
Chinese Journal of Chemical Education. 2015, 36 (21): 57-61. ;  doi: 10.13884/j.1003-3807hxjy.2014030110
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Chlorination reaction of methane was not easy to success in high school chemistry teaching. This paper systematically explored the effects of temperature, light condition and reactants ratio on the reaction process and results. The experimental results showed that sunlight or irradiation of high pressure mercury lamp was a necessary condition for the rapid reaction rate, temperatures above 25 ℃ could accelerate the reaction rate, volume ratio 1:3 of methane and chlorine could increase the extent of reaction. Based on the above results, this paper developed the optimal teaching implementation strategies to meet the requirements in the experiment teaching of chlorination of methane.

Improvement of Chemical Experiment in Test Tube with Side Tube

ZHAO Yun
Chinese Journal of Chemical Education. 2015, 36 (21): 62-64. ;  doi: 10.13884/j.1003-3807hxjy.2014010162
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This paper improved several chemical experiments using test tube with side tube, such as reaction of sodium and copper sulphate solution, the preparation of ferrous hydroxide and reaction between copper and concentrated sulfuric acid. These experiments were simple to operate, with obvious phenomena and less reagents, which were suitable for the teachers' demonstration, and more conducive to the students to carry out inquiry experiments.

Improvement and Innovation of Junior High School Chemistry Experiments

WANG Yu
Chinese Journal of Chemical Education. 2015, 36 (21): 65-69. ;  doi: 10.13884/j.1003-3807hxjy.2013120150
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This paper improved four experiments of junior high school chemistry, including determination of oxygen in air, combustion of hydrogen in air, reactions between metals and hydrochloric acid or dilute sulfuric acid, discharging gas using water and drainage using gas.

Reaction Products of Magnesium and Cupric Sulfate Solution

ZHANG Ting
Chinese Journal of Chemical Education. 2015, 36 (21): 70-72. ;  doi: 10.13884/j.1003-3807hxjy.2014060088
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This paper explored the reaction products of magnesium and cupric sulfate solution through experiments. The result showed that the reaction of magnesium and cupric sulfate solution was complex, the brown insoluble product contained not only copper but also cuprous oxide, and the blue-green precipitate was basic cupric sulfate.

Analysis of Composition of Dark Gray Thin Film on the Surface of Magnesium Strip

LI Jun-Sheng
Chinese Journal of Chemical Education. 2015, 36 (21): 73-77. ;  doi: 10.13884/j.1003-3807hxjy.2015030120
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This paper carried out X-ray diffraction analysis of dark gray film on the surface of magnesium strip of Peony brand(43 mm×3 mm), which showed that the compositions of dark gray film were Mg(OH)2 and Mg. Moreover, this paper analyzed the formation and coloration mechanism of dark gray film, and verified the theoretical analysis by simulated experiment results.

Chinese Journal of Chemical Education. 2015, 36 (21): 78-81. ;  doi: 10.13884/j.1003-3807hxjy.201511000D
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Chinese Journal of Chemical Education. 2015, 36 (21): 82-82.
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