Based on the classification for carcinogenic agents by International Agency for Research on Cancer (IARC), this paper discusses the molecular structures and mechanisms for carcinogenesis induced by common group Ⅰ organic and inorganic carcinogens that are confirmed to be carcinogenic to humans, so as to enhance the cognitive level of chemical carcinogenic agents, and provides scientific evidence for cancer prevention.

(+)-Biotin also known as vitamin H, is an essential vitamin for the maintenance of normal physiological functions in animals. It is an essential substance for the synthesis of vitamin C. (3aS,6aR)-Thiolactone is a key intermediate for (+)-biotin synthesis. Therefore, it is of great significance to study the synthesis methods of (3aS,6aR)-thiolactone. The synthesis methods of (3aS,6aR)-thiolactone include chemical resolution, enantioselective synthesis and chiral source synthesis. This paper reviews the research progress in the synthesis of (3aS,6aR)-thiolactone, which provides a reference for further optimizing the synthesis route of (3aS,6aR)-thiolactone.

Under the concept of engineering education accreditation, namely students-centered, outcome-based education and continuous quality improvement, Fine Synthesis Unit Reaction course reform was carried out. The curriculum objectives were designed based on the outcome. The trinity courses system was established. Based on BOPPPS improved mode and CDIO engineering education mode, the teaching activity of student center was organized. The learning outcomes were effectively assessed. According to evaluate feedback, the continuous improvement of teaching activity was carried out. Students’ ability to analyze and solve complex engineering problems were comprehensively improved.

According to the need of talents in the chemical industry and the ability objectives of organic chemistry course, organic chemistry course of chemical engineering and technology major in our school is reformed and practiced from four aspects: teaching objective, teaching content, teaching strategy, and assessment dimension by using the teaching concept of more focusing on guiding students to study, practicing and application of knowledge, and not cramming education, which is based on the standard of gold course. Our teaching objective is to cultivate students’ comprehensive ability, such as thinking method from the perspective of organic chemistry, cooperative spirit, independent learning ability, innovation spirit and the ability in applying the basic theoretical knowledge to solve the practice problems so as to provide workers meeting the need of chemical industry.

When studying on the subjects related to chemistry and materials science in university, the students might have difficulties to correlate what are learned from text to the practical engineering technologies, process, and equipment. In order to help students understand the educational objectives better, we proposed a new teaching strategy, miniaturization of large engineering experiments, aiming to simplify the complex engineering process associated with the large and heavy equipment, and present them to students with practical, step-by-step guidance. Specifically, common materials used in daily life were utilized to design the experiments and make the devices based on the engineering principles, leading to the introduction of some hands-on engineering-related activities in the classroom. This paper took the course teaching of “Polymer Processing Fundamentals” as example, which is one of the most important core courses in the field of polymer science and engineering. The teaching evaluation shows that this method can equip students with solid skills and knowledge of polymer processing, which is favored to spark students’ interests in learning and exploring.

A poker game-based instructional mode using flipped classroom approach was developed. This gamified teaching approach provides an interesting and different perspective from the traditional teaching method, helping students learn organic compound nomenclature 2017 via an effective and fun teaching method. This flipped classroom-based poker game teaching method significantly improved students’ learning performance.

It should be oriented towards stimulating students’ desire to solve practical problems, explore unknown things, and cultivate corresponding abilities that the problem design of problem-based flipped classroom in organic chemistry experimental. Through heuristic and leading questions, case analysis and discussion, we guide students to form a scientific logical thinking mode, improve their observation ability, cultivate their ability to discover, analyze, solve problems, and questioning spirit. This article elaborates on the design of teaching modes, teaching methods, sources of problems, and design ideas for problems. Taking the synthesis of cyclohexene as an example, the paper introduces the teaching process and effectiveness of problem-based flipped classrooms.

In view of the problem that existing universities that pay attention to “unit” experiments and multistep “one-directional” organic synthesis experiments, combined with the latest scientific and technological achievements, the multistep “one-directional” synthesis experiment of ketone, oxime, amide in the textbook was improved to synthesize the key intermediate salicylaldehyde oxime using salicylaldehyde as the starting material, and then using this key intermediate salicylaldehyde oxime to synthesize salicylamide, salicylonitrile and benzoisoxazole, respectively. The “multidirectional” synthesis experiment is divided into three modes: synthesis, analysis and characterization. The reaction conditions were optimized through experimental exploration, and the melting point and HPLC analysis of the synthesized products were carried out. The molecular structures of the synthesized products were confirmed by IR, NMR and LC-MS. The content of the experimental design is new, operable, evaluable and generalizable, covering the secondary disciplines of organic chemistry and analytical chemistry, and fitting the development of modern chemistry. According to the actual conditions of experimental platforms in different colleges and universities, the experiment teaching content and mode units can be flexibly reassembled to achieve the training goal of “multidirectional” divergent thinking. The teaching concept and model of “multidirectional” organic synthesis experiment can effectively train college students’ divergent thinking and enhance their innovative ability.

In order to explore the integration mode of chemistry normal professional courses and curriculum ideological and political education, to better play the demonstration and leading role of the “Chemistry Pedagogy” national first-class courses in our school, this paper took “Chemistry Teacher Professional Development” unit as an example, designed and developed a practical integration mode of “pre-class, in-class, after-class”. The mode deeply integrated the curriculum ideological and political education and chemistry normal professional courses from three dimensions of “graduation requirements - curriculum objectives - unit objectives”, based on the current research of ideological and political education in Chemistry Pedagogy. With the combination of qualitative teaching evaluation and quantitative questionnaire, an investigation of teaching effect was conducted.The results show thatgood teaching feedbackshave been achieved. We hope this study canprovide references for the integration of chemistry normal professional courses and curriculum ideological and political education.

An approach and method for the reform of ideological and political education in the organic analysis course were proposed by examining the course ideological and political education components. The ideological and political components of the curriculum project were sorted and analyzed, as well as the position professional qualifications for research and development analysis. In order to teach “knowledge and abilities, processes and methods, emotions and attitudes”, a three-dimensional curriculum teaching objective was created. A dual mainline education path for ideological cultivation and ideological learning was also established. A learning experience zone table was established, the idea of affective teaching was introduced, and a “pre-class, in-class, and post-class” learning perception mode and evaluation system based on the emotional experiences of the students were developed. The students’ ideological and political qualities are strengthened by this integrated disciplinary education, ideological and political education, and emotional education. This approach also shapes students’ thinking processes and values in research and development analysis work, which leads to effective teaching outcomes.

Given the dual background of emerging engineering education and comprehensive healthcare, this study aims to reform the production practical course to meet the demands of enterprises and society for pharmaceutical engineering talents with application-oriented skills. We have constructed a hierarchical training program for engineering literacy through virtual simulation, cognitive practice, and production practice. This study integrates the theoretical knowledge with pharmaceutical process flow using virtual simulation, strengthens understanding of production equipment, production process, and pipeline valve layouts through cognitive practice, and ultimately hones comprehensive engineering literacy, practical operation skills, and innovative thought through production practice. To cultivate engineering skills and practice innovation thinking, the central role of practical courses is played in training pharmaceutical engineering students. Production practice is expected to provide support for the cultivation of pharmaceutical engineering talent, who combine theory with practice, process with production and innovation with creativity, under the background of emerging engineering education

In view of the difficulty for students to learn and understand chemical reaction kinetics, reformation of teaching method has been practiced based on the experiment of “determination of chemical reaction rate constant and activation energy”. The closed-loop-teaching-mode,which contains in-class theory teaching-problem oriented objective-self-motivated learning-experimental cooperation-consolidation and mastery of the knowledge, has been proved that it can improve students’ mastery of knowledge, enhance their academic grades and cultivate their scientific research skills. Through problem orientation, students are guided to use online learning resources such as MOOC and Rain Classroom by self-motivation. Followed by experimental operation students could achieve better understanding of the theory. This paper has made a specific exploration of the closed-loop teaching mode from the three aspects of experimental content, teaching methods and evaluation system. It is found that students are more active in the learning process, their mastery of the theoretical knowledge of chemical reaction kinetics has been significantly improved, and the closed-loop teaching mode shows excellent teaching effect.

In this paper, the ACD software is applied to the teaching of “compounds containing one chiral carbon atom”. After arranging the preview self-study task, the questionnaire of learning difficulties of “compounds containing one chiral carbon” was compiled through student interviews to understand the difficulties of students in learning stereochemistry, and then through the integration of ACD software and teaching, the learning difficulties of this chapter were broken through. Finally, combined with the pre-test questionnaire and the actual teaching, the application effect questionnaire of ACD in the teaching of “compounds containing one chiral carbon” and the special test paper of “compounds containing one chiral carbon” were compiled. The results show that ACD software can be well applied to the teaching of organic chemistry in colleges and universities, effectively promote students to break through the key and difficult points of learning and stimulate students’ interests in learning. It is a feasible teaching method.

Graduate education should aim at cultivating national high-quality scientific and technical talents. However, at present, the graduate curriculum education in China still mostly adopts the undergraduate classroom teaching method, which is not conducive to stimulating students’ learning initiative, nor to cultivating graduate students’ scientific research thinking, innovative consciousness and grasp of the frontier of the field. In view of the shortcomings of the above existing teaching methods, we propose an innovative classroom teaching mode for graduate students based on cutting-edge scientific and technological achievements, combined with basic theoretical knowledge. Through the application of various teaching methods and the optimization of the course evaluation system, students can have a deep understanding of the course “Functional Polymer Materials”, guide the students to learn actively, pay attention to the field dynamics, and have the basic qualities such as literature reading that a graduate student should have.

Transition state theory is an important part of the theory of reaction rate. A comprehensive understanding of this theory not only meets the teaching requirement of physical chemistry but also plays important roles in scientific research. Many abstract concepts of transition state theory can be visualized in the form of videos or graphics with the aid of computational chemistry, which would contribute to the study process of the students. In this paper, the isomerization process of hydrocyanic acid is chosen as a teaching case. With the aid of computational chemistry, detailed information of the potential energy surface, transition state, vibrational model, and the reaction pathway are obtained and transformed into videos.

In order to unify the equations for the four titration curves and further integrate titration theory, according to the number of chemical equilibriums involved in the titration, the titrations are classified into two categories in this paper. By taking the 1∶1 titration system as an example, with the monitoring scale of the titration set as the unified p form (i.e. pH, pM, pR_e^- or pX), two corresponding general formula for titration curve equations are derived and applied to eight specific titration systems. The application results show that the general formula not only well reflect the essence of the existing theory, but also allow easy extrapolations to more titration systems, fully demonstrating the rationality and scientificity of the integration approach proposed.

Lambert-Beer Law is the fundamental law of light absorption, which is one of the fundamental principles that undergraduate and graduate students in chemistry and related discipline need to master. It is the quantitative basis for spectrophotometry, colorimetric analysis, and photoelectric colorimetry. In order to supplement the shortcomings in existing college textbooks, this article started with a brief history of Lambert-Beer Law, introduced in turn the contributions of Bouguer, Lambert, and Beer to the law of light absorption, then explained from a mathematical perspective how Lambert-law and Beer-law had “combined” and unified into Lambert-Beer′s law. After introducing the derivation of the absorption law by both calculus and non-calculus methods, the advantages and disadvantages of each derivation method were compared, and some possible problems in the current teaching of this law were also discussed.

Based on the new era of socialism with Chinese characteristics, strengthening the construction of teachers’ morality and teaching style is an important part of colleges and universities to implement the fundamental task of cultivating morality and cultivating people and achieve connotative high-quality development. Takeing the Party Committee of Chemistry College of Nankai University, national advanced primary party organization, as an example, this paper explores the connotation, significance, current situation and practice of the construction of teachers’ morality and teaching style.