This paper introduced the mosquito olfactory system focusing on the interaction mechanism of odorant with odorant binding protein (OBP) and odorant receptor (OR), and briefly introduced a hypothesis about the principle of repelling mosquito by commonly used repellent DEET and the development of mosquito repellents.

This paper analyzed the typical and representative literatures, and combed the trends, achievements and deficiencies of the study on the "multiple representations" in chemical education in China in past ten years, and expected to embed the thinking and strategies of multiple representations into the daily teaching.

Based on the theory of the model of SMCR, this paper analyzed four basic elements:source, message, channel, receiver and their different factors. Combined with the contents of organic chemistry for senior high school, this paper analyzed the teaching case and constructed the teaching design flow chart. The teaching design structure of the model of SMCR was clear and the knowledge transmission route was scientific and rigorous, which could construct efficient classroom by enriching students' cognitive approach, closely contacting with social culture, creating rich teaching situations and designing teaching and learning integrally.

Combined with the rich teaching activities of "ionization of electrolyte" in senior high school chemistry textbook, this paper took the following teaching strategies to enrich and deepen macro-and-micro representations, such as perception experiencing, visualization of microscopic, knowledge digging, understanding to big ideas, and symbol elaboration, etc, and achieved the high degree of integration of triple representation of chemical symbols.

Knowledge about nucleic acid, gene and genetic modification (GM) appears in senior high school chemistry and biology textbooks. However, questionnaires for this study showed that many high school students didn't have clear understanding of gene, genetic engineering and GM food. The underlying cause was that high school teaching put too much emphasis on test results. Teachers only paid attention to the College Entrance Examination, while neglecting interdisciplinary knowledge, cutting-edge science and hot topics. The aim of this paper was to stress that high school chemistry teachers should also put emphasis on knowledge about biological chemistry including nucleic acid, help students have better and more scientific understanding of genetic engineering, give students guidance on using acquired knowledge and scientific methods to analyze and assess the safety of GM food, and make more effort to build up students' scientific literacy.

On the basis of explaining the meaning of model classification, model functions and modeling learning and taking the learning process design of "the influence of concentration on chemical reaction rate" as an example, this study expounded that it could effectively improve the students' internal consistency and validity of mental models and expressive models, promote students' effective exploration and depth understanding of chemistry knowledge through establishing the objective, parameter selection, presentation, analysis, evaluation, employment and reconstruction of models during chemistry teaching process.

This paper developed learning strategies such as organization strategies, model recognition strategies and series action learning strategies based on 4MAT system and provided references for teachers to help students with different learning styles. These strategies could promote students' deep understanding of knowledge in classroom teaching.

Based on the status of the design of the learning tasks system in the high school chemistry guided learning plan, this paper proposed the reconstructed functions and its model of the system in teaching based on guided learning plan, carried out the corresponding case analysis. Finally, this paper put forward some suggestions on the design and construction of the learning tasks system based on new functions.

This paper selected 27 high quality classroom videos of junior high school chemistry, analyzed the section of "classroom summary". This study found that "classroom summary" section had the following features:holding the rhythm of time, centering around the core content; respecting students, inspiring students thinking; using a variety of ways to achieve a variety of functions and so on. But there also were deficiencies such as formality and superficiality and so on.

This paper analyzed the text information in high school chemistry exercises from material composition, physical properties, and chemical properties, discussed the use of comprehensive information in an example, and summarized 3 problems should be noted in information interpretation.

According to the law of charge conservation, material conservation, ionization equilibrium and other quantitative relation, this paper introduced that the fundamental equations of functions of pH were obtained by the same analytical approach, and used software "Wolfram Mathematica 8" to aid to calculate mathematical functions to calculate pH. This method discarded judgment about acidity and basicity of solution, the selection and application of formulas and other complex steps in the conventional process of pH calculation.

This paper described problems of the FeCl₃, indicator and pH detection in experiments from theoretical and experimental aspects. On this basis, this paper explicated that there existed the simple hydrolysis equilibrium, and the changes of hydrolysis equilibrium self phenomena should be used as the criterion. Through theoretical analysis from producing gas, sedimentation and color changes of solutions and experimental verification by selecting common salt representations, this paper proposed that Fe(NO₃)₃、Fe₂(SO₄)₃、CuSO₄ and acidification SnCl₂ solutions could be used as the reactants.

Crystal structure have important teaching values and functions, but the contents are abstract to students to learn. This paper used cheap polyfoam balls and flexible sticks to make crystal model, which was simple, safe and convenient to enhance students' understanding of crystal structure and learning interests. Moreover, polyfoam balls and flexible sticks could make many other chemistry teaching models.