Membrane materials, as one of the special projects of the “13th Five-Year Plan” for new materials, play very important roles in industry and daily life. According to the different raw materials, membrane materials are separated as organic membranes, inorganic membranes and new membrane materials. Here we summarized the progress of varies membrane materials and their applications in water treatment, gas separation, battery separators and fuel cells, etc. in recent years. The applications, as epidemic protection materials, are also introduced. Besides, the future development trends are discussed.

Luminol is an important chemiluminescent reagent. In the field of forensic science, luminol is used to detect the presence of bloodstains at crime scenes, which often appears in some films and TV programs involving crime scene investigation. Through the introduction of discovery process of chemiluminescence (CL), CL reaction mechanism of luminol and application of luminol in the detection of bloodstains, theory and application of CL can be brought to the area of chemical education and teaching; meanwhile, students’ horizon can be effectively expanded.

In order to improve the teaching quality, the blended teaching mode based on outcome-based education(OBE) was practiced. The teaching reform was carried out from formulating the expected learning outcomes, educational input and teaching process, evaluating learning outcomes. And then continuous improvements are put forward through the evaluation of the effect of teaching reform. The results showed that the blended teaching mode based on OBE, including the mixture of classroom teaching and online education, teaching materials, teaching methods, teaching activities, and evaluation methodology, can improve the quality of education and the comprehensive quality of students. However, the construction of this mode still needs to be improved.

Self-learning ability is one of the abilities that students must cultivate, while examination is a commonly used and relatively accurate method to inspect students’ study. This paper has selected several knowledge points in organic chemistry course for self-learning after class, which were then tested partially by midterm or final exams. By comparing the scores of these exams throughout three semesters, and the difference in scoring rate between self-learning and class-teaching knowledge, this paper shows that a score proportion of 8%~10% in questions on test papers for self-learning will not make a negative impact on the test result, in case that teacher’s instruction and answering after class are well provided. This study has increased the class hours of short courses in disguise, and provided certain practical basis for appropriate proportion of self-learning knowledge in the course.

Taking the chapter of precipitation titration in analytical chemistry of Shaoguan University as an example, this paper discusses in detail the strategies of online and offline teaching from three aspects in the light of the difference between blended teaching and integrating teaching: reconstruction of teaching resources, rearrangement of teaching processes and resetting of assessment and evaluation. This paper also provides approaches to three issues requiring attention in integrating classroom teaching, striving to construct efficient classroom teaching of analytical chemistry to realize the coordinated development of students’ knowledge and abilities.

In view of the teaching content of structural chemistry which restricts the development of chemical core literacy (especially the teaching obstacles of important theories), the high-quality teaching resources were developed byintegratingthe information technology such as quantum chemistry program and course. Taking the teaching resources development of molecular orbital theory as an example, the basis about relevant resources development and the teaching value of the resources were introduced.

Firstly, 3-methyl-5-phenylcyclohex-2-ene-1-one was prepared by Robinson cyclization reaction from benzaldehyde and acetone. Then, students were guided to design and study the synthesis of biphenyl derivative of 3-ethoxy-5-methyl-1,1′-biphenyl through green oxidation of it in aqueous phase. The final product was characterized by NMR. Green chemistry is highlighted in this research-based laboratory course. Two-step continuous reaction and the product easy to purify with high yield combined with the open instrumental analysis make it an ideal research-based experiment for the cultivation of students’ laboratory skills and scientific research ability in organic chemistry.

Instrumental analysis designing experiment is an important way to cultivate innovative ability of college students. According to the characteristics of instrumental analysis experiment course, this paper presents a designing experiment “comparison of three spectrophotometry methods for vitamin C content”. Through the literature survey, principle description, scheme establishment, sample preparation, program development, performance testing, and data processing, the students can get the development of capability and innovative ability. A standard curve for each method respectively was established. The correlation coefficient, recovery and relative standard deviation were also compared. The accuracy and precision for the 3 detection methods was further researched. Practice demonstrates that the designing experiment can be beneficial to improve the practical capability, innovative ability, basic scientific literacy and comprehensive quality for college students.

Combined with the author’s research work, we recommend a comprehensive university chemistry experiment, which is about the synthesis, characterization and related properties of metal-organic frameworks (MOFs) (UiO-66, [Zr₆O₄(OH)₄(BDC)₄]_n, H₂BDC=terephthalic acid and UiO-68, [Zr₆O₄(OH)₄(ATDA)₄]_n, H₂ATDA=2′-amino-[1,1′:4′,1′-triphenyl]-4,4′ -dicarboxylic acid). In this experiment, by assembling ligands of different length with zirconium ion, crystalline materials are synthesized,andthe entire experimental process includes organic synthesis, solvothermal synthesis, X-ray single crystal diffraction and powder diffraction, infrared spectroscopy and thermogravimetric analysis, which integrates lots of chemical knowledge. After this experiment, students can not only understand and master the synthesis method, performance testing tips and related instruments’ operation method for MOFs, but also combine theory with practice, connect basic knowledge with modern scientific research, and cultivate the students’ chemistry research literacy.

To promote the in-depth development of innovation and entrepreneurship activities of college students, and guide the practical application of knowledge and improvement of comprehensive quality, the innovation and entrepreneurship project of “creating youth” in Liaoning province was launched. Based on green synthesis and industrialization idea of 1,4,5,8-naphthalene tetracarboxylic acid, the “youth creation” innovation and entrepreneurship training was carried out. Through the development of innovation and entrepreneurship training experiment, the awareness of innovation, creativity, creation and entrepreneurship of college students were cultivated, and their professional ability, practical ability, the ability of post establishment, cooperative entrepreneurship and independent entrepreneurship were improved.

In order to develop biomass resources in Guangxi scientifically and realize the efficient utilization of biomass energy, it is of great significance to accurately determine the heat of combustion of these biomass. Using the biomass resources of bagasse and corn cob in the experimental teaching not only improves students’ learning enthusiasm, but also achieves the docking between teaching and local economic and social development. The more important is to foster students’ sense of social responsibility and sustainable development.

Under the guidance of the core idea of “student-centered” and the talent cultivation concept of “ability first”, the Tencent conference, virtual simulation experiment and BLACKBOARD diversified platforms supplemented by Wechat group were employed to build the online classroom. The problem-based learning and inquiry interactive teaching modes were used to implement the curriculum process. High efficiency catalytic water decomposition to hydrogen driven by photovoltaic power generation was selected as an example for online experimental teaching, which can provide a reference case for the design and process construction of online teaching. Through the design and implementation of online experimental teaching process, the teaching classroom is flexible and controllable, which will enhance students’ innovation consciousness and scientific research abilities.

In view of the problems such as the weak face-to-face interaction between teacher and students, impaired concentration, and the knowledge which is difficult to visualize, the blended teaching mode that is “self-study before class, online teaching, and offline review after class to consolidate stage”, is constructed based on a self-built MOOC platform, following the idea of student-centered and output-oriented mindset. By the mean of various teaching methods and resources, flipped classroom is tried to employ in the course of teaching. Through continuous teaching reform and practice, the teaching goal can be achieved and the substantial equivalence between online learning and offline teaching is realized. Learning effectiveness is evaluated by teaching goal achievement, questionnaire, and teacher-student interaction. The results prove that this blended teaching mode makes online teaching lively and interesting, improves students’ learning enthusiasm and attention, which exhibits the favorable teaching effect and wide application.

Based on the background of fighting against the Covid-19, this paper designs the teaching case of “medical polymer materials” ideological and political demonstration class. This teaching case combines flipped classroom teaching mode with ideological and political education, so that students can be educated by the ideological and political ideas in the process of active learning and thinking. The results of the questionnaire survey show that this teaching case can effectively improve students’ interests in learning and help them establish a correct outlook on life and values.

In view of the problems in the construction and operation of university chemistry off-campus practice teaching base, such as the cooperative management mechanism between the base and the university, the construction of soft and hard conditions of the practice teaching base and the allocation of resources, as well as the coherence between practice teaching and theory learning, etc. This paper explores the classification and evaluation mechanism under the guidance of OBE theory, summarizes the previous evaluation experience of off-campus practice teaching base, constructs hierarchical evaluation model and evaluation index in the empirical study, and establishes a classification and evaluation index system suitable for off-campus practice teaching base of chemistry in agriculture and forestry universities.

Combined with simulation results and practical training, the application of process simulation software PROII in teaching and practical training of ethanol-water distillation separation is discussed in this paper. Case study shows that using the software in practical teaching can help students to understand the fundamental principles of ethanol-water distillation separation process, including some key points such as phase balance, bubble (dew) point, reflux ratio, etc. Simulation can not only make the teaching process more intuitive but also stimulateinterestsof students’ learning, resulting in improving the teaching efficiency and technical skills.

Leightonfrost phenomenon has important research value in chemical engineering field. In order to introduce the experiment of Leightonfrost phenomenon into undergraduate experimental teaching, this paper designs and produces an observation device based on smartphone video recording function, which can study the influence of surface temperature, droplet type, surfactant and other factors on Leidenfrost phenomenon. The device is simple, low cost, easy to use and effective, which is conducive to improving students’ learning heat transfer theory and deepening their understanding of boiling heat transfer such as nucleate boiling and film boiling.

This paper investigated the online resources of laboratory safety education in universities in China. The survey results showed that online resources include massive open online courses (MOOC), virtual simulated experiments and safety education examination system. Therefore, in the safety education, the existing online resources can be fully utilized to supplement the deficiency in offline safety education due to the limit of time and capacity, so as to improve the real effect of safety education. It still needs us further explore how to combine the online resources with offline teaching to give play their greatest efficiency in university safety education.

Five-membered cyclolactones such as γ-butyllactone (γ-BL) were considered as non-polymerizable monomers for ring-opening polymerization by polymer chemistry and organic chemistry textbooks due to the low strain energy of their five-membered rings. In 2016, Hong and Chen showed the polymerizability of γ-BL from theory and experiment. After that, ring-opening polymerizations of γ-BL and its derivatives have been largely reported. This context systematically discussed the ring-opening polymerizations of γ-BL and its derivatives, which will help students understand the ring-opening reactivity of five-membered cyclolactones deeply and correctly.

The aim of “Double-First-Class” has put forward higher requirements for the course construction and cultivating plan of our universities. It is helpful for us to improve the teaching quality and deepen the teaching reform by learning from foreign advanced cases. Taking the chemical experiment course of University of Leicester as an example, we systematically compare the differences between Chinese and British undergraduate chemical experiments in course structure, content setting, organization, teaching methods, assessment and management, and provide some useful suggestions based on the current development of chemical experiment course teaching in China.

Friedel-Crafts reaction represents one of the oldest and most frequently practiced C-C bond formation reactions, which has beenfound extensive applications in many chemical industry divisions including medicine, dyes, and petroleum. Since its discovery in 1877, the Friedel-Crafts reaction has been evolved into a classic reaction written into textbooks for organic chemistry. As featured by many other important chemical discoveries, the birth of Friedel-Crafts reaction was also full of serendipities, brimming with keen insights and unexceptional logical reasoning standards from the the chemists. This article briefly summarizes the historical backgrounds related to the discovery of this reaction by reviewing some early literature as well as the upbringing and schooling of Charles Friedel and James Crafts. The nearly 40-years-long cooperation between these two great chemists was also surveyed in retrospect.