The global spread of tobacco is deeply intertwined with humanity’s understanding of its chemical properties. From its ceremonial use by native American to its commercialization after the industrial revolution, and the rise of modern harm reduction technologies, chemical knowledge has been the driving force behind both the evolution of tobacco and health-related research. This article reviews the discovery of tobacco’s chemical constituents, the chemical evolution of processing techniques, the mechanisms of harm induced by smoking process, and the scientific basis of tobacco control technologies. It highlights the pivotal role of chemistry in the history of tobacco and provides perspectives for future research.

The integration of patriotism and national consciousness with an international perspective is an important approach for cultivating moral character and fostering talents in science education in the new era. This paper adopts the method of text analysis to interpret the relevant sections and illustrations in the Shanghai Science and Technology Edition of high school chemistry textbooks that embody patriotism and an international perspective. The aim is to explore the scientific education principles and writing strategies contained therein. Based on this, in view of the characteristics of the Shanghai Science and Technology Edition textbooks, it is proposed that teachers should conduct “secondary development” of resources such as illustrations and texts during the use of the textbooks.

In the context of the reform of academic proficiency test item development, this paper constructs a theoretical framework and core principles for thematic item development, proposing that the key elements of thematic item development are holistic situation design, hierarchical question design,and comprehensive knowledge application. Regarding the chemistry experiment questions for the 2025 Shanghai college entrance examination, thematic item development focuses on three essentials: organized content, standardized concepts, and clear features. In addition, the implementation strategy for thematic item development is advocated: dissect the features of exam questions to expand ideas; consult extensive sources and select situational materials with precision; stay closely aligned with a single theme while exploring multiple perspectives.

The project-based teaching was carried out in the interdisciplinary practice activity of “exploring the impact of soil acidity and alkalinity on plant growth”. Students can improve their ability to solve real problems by using multidisciplinary knowledge such as chemistry, biology and geography by completing four tasks, including “determining the acidity and alkalinity of soil” “exploring the pH suitable for wheat growth”“investigating the distribution of soil acidity and alkalinity in Hubei Province” and “formulating soil improvement plans”. Through literature review, interviews and other forms to obtain information, cultivate students’ autonomous learning ability and rigorous and realistic scientific spirit. Through students’ achievement display, activity report writing and other forms of communication, we can understand the importance of cooperation and communication and collaborative innovation.

Centered on the interdisciplinary practical activity theme of “investigation of scrap metal in daily life and its recycling”, this paper designed three phases comprising seven tasks: understanding sources of scrap metal, tracking disposal pathways of metallic waste, and recognizing the value of recycled materials. Students conducted multifaceted investigations: including literature reviews, online research, questionnaires, field studies, and expert interviews: integrating multidisciplinary knowledge into real-world contexts to deeply explore circular economy principles exemplified by metal recycling. Throughout the implementation process, key reflections emerged: before class, students dived into hands-on investigations driven by real-world situations, which sparked their independent learning. Then during class, they discussed and shared ideas, using chains of questions to help organize their knowledge. Finally, after class, they put plans into action through projects, building a stronger sense of social responsibility along the way.

Taking the experiment on the effect of solution pH on the color change of red cabbage as a starting point, this study transitions to an analysis of the preparation methods for red cabbage test strips and color charts, and further extends to a discussion on their storage conditions. It guides students to integrate multidisciplinary knowledge to solve practical problems and progressively experience the general process of scientific inquiry. Through hands-on practice and iterative innovation of designs, the application of the controlled variable method and visual colorimetry is emphasized. The study focuses on cultivating key competencies and higher-order thinking skills, helping students appreciate the complexity and dynamic nature of knowledge, achieve cognitive restructuring and internalization of competencies, and develop a sense of identity with and responsibility for the value of the discipline.

Based on the interdisciplinary practical activity requirements of “carbon and carbon oxides” in the Compulsory Education Chemistry Curriculum Standards (2022 Edition), this study constructs a three-stage project-based learning activity with the theme of “building a zero-carbon campus” and the knowledge framework of the transformation relationship of carbon-containing substances. Through the advanced task design of “generation-absorption-action”, this study guides students to: quantitatively verify the greenhouse effect caused by CO₂ using thermal imaging technology, understand the essence of the reaction between NaOH and CO₂ through handheld technology digital experiments, and compare the differences in absorption methods by combining stoichiometric calculations. Ultimately, this study guides students to design multi-disciplinary integrated carbon reduction plans. This research provides replicable teaching cases for implementing the theme of “Chemistry and Society ·Interdisciplinary Practice”, highlighting the core value of the chemistry discipline in carbon neutrality education.

With the theme of “design and construction of fire alarm systems”, this project integrates content from chemistry, physics, technology, and engineering, the project includes three sub-tasks: “indoor fire analysis” “designing an indoor fire alarm system diagram”, and “manufacturing the alarm and testing its effectiveness”. These tasks guide students in deepening their understanding of the core concepts of combustion and fire extinguishing through problem-solving, enhancing their scientific inquiry and practical experience, reinforcing the interdisciplinary approach and methods for solving cross-disciplinary problems through the integration of chemistry, technology, and engineering, and improving their comprehensive ability to address real-world issues across disciplines.

Traditional Chinese plant dyeing, an illustrious gem of China’s intangible cultural heritage, embodies chemical principles and practical wisdom intricately linked to reaction rates. Taking Rubia cordifolia dyeing as a carrier, this study constructs a STEAM-based practical activity framework encompassing “deconstruction of intangible craftsmanship-extraction of chemical principles-optimization of process parameters-dyeing of classical garments”. Employing color value measurement and quantitative statistical analysis, the research investigates variations in dyeing rates and outcomes. Results demonstrate significant impacts of temperature, concentration, and fabric types on dyeing efficacy. Through practical engagement, students deepen conceptual understanding while enhancing scientific inquiry capabilities and cultural literacy. The approach effectively achieves dual objectives of chemical knowledge transfer and cultural appreciation, providing an effective pathway for integrating traditional culture into chemistry education.

This paper summarizes the current research status of teaching context creation, defines the concept, characteristics, teaching functions, and values of continuous teaching context creation. This paper also proposes the principles for creating a continuous teaching scenario, and takes the teaching of “reusing rocket combustion control” as an example to explain the specific process of creating a continuous teaching scenario, summarizes the practical value and key points of attention of continuous teaching scenario creation in teaching applications.

Using the“design and synthesis of superabsorbent materials”as the unit teaching theme, integrate the teaching content of“synthetic polymers”from the choice compulsory volume 3 of Lu Ke edition. Following the problem-solving logic of synthesizing materials with specific functions, it breaks down the process into three teaching clues: “designing structure”“exploring synthesis methods” and“modifying and optimizing structure”. Through a series of design-oriented tasks, students are motivated to engage in innovative design and iterative optimization of structures, to understand the specific methods of synthesizing polymers, to develop a general approach for synthesizing functional polymers, and to cultivate their innovative thinking.

Based on the analysis of textbooks and literature verification methods, carbon dioxide is introduced into an aqueous sodium hydroxide solution, by controlling the concentration of the sodium hydroxide solution and utilizing the characteristic that the solubility of sodium carbonate is lower than that of the reactants, the reaction generates a visible precipitate, proving that carbon dioxide can react with sodium hydroxide solution. The newly designed experiment is simple to operate and exhibits clear phenomena, which can cultivate students’ thinking perspective of viewing qualitative changes from the perspective of quantitative changes.

This study systematically compared the differences in hydrolysis behavior between ferric nitrate, ferric chloride, and ferric sulfate at the same concentration in response to revisions to the hydrolysis investigation experiment in the new textbook. Through multi-dimensional experiments involving pH, color, light transmittance, and absorbance, it was found that: the coordination interaction between chloride ions and iron ions inhibited the forward shift of the iron ion hydrolysis equilibrium and affected changes in solution color, interfering with students’ judgment of the hydrolysis equilibrium; Sulfate ions exhibited a dual effect: they not only formed complexes with iron ions to inhibit their hydrolysis to some extent but also promoted the formation of precipitates, aiding students in assessing the hydrolysis equilibrium. This study not only provides experimental evidence for selecting ferrous sulfate instead of ferric chloride for hydrolysis exploration experiments in textbooks, but also experimentally demonstrates that ferric nitrate and ferric sulfate solutions are unsuitable for colloid preparation, whereas ferric chloride solution is more suitable for preparing colloids.

When conducting silver mirror reaction under equal concentration conditions, the reaction rate of acetaldehyde is significantly faster than that of glucose, but the uniformity and glossiness of the resulting silver mirror are inferior to those formed by glucose reaction. To investigate the effect of hydroxyl groups in glucose molecules on the silver mirror reaction, aldehyde solutions containing hydroxyl groups such as ethanol, ethylene glycol, and glycerol were added to the reaction system for comparison. The experimental results indicate that both the hydroxyl groups in the organic structure and the hydroxyl groups in the solution environment have a significant impact on the rate of silver mirror reaction and the adhesion effect of silver mirrors. The experimental results and related conclusions can provide reference for the teaching of silver mirror reaction in high school chemistry.

The color development degree of phenol with iron salts is affected by the order of reagent addition and the type of anions in the iron salts. Different orders of adding phenol solution and FeCl₃ solution result in different color development outcomes. Experimental investigation using the controlled variable method confirmed that the color development results were jointly influenced by three factors: solution pH, ionic strength, and Cl^- concentration. When phenol reacted with iron salts containing different anions, the purple color showed varying depths, which was related to both the coordination ability of the anions and the ionic strength. Through experiment, it was concluded that the coordination substitution between anions was the main reason for the different depths of purple color when phenol reacted with different iron salts. Further investigation was conducted to optimize the best experimental conditions for the color reaction between phenol and FeCl₃ solution.

The bond energy of the C—F bond is significantly higher than that of the C—Cl bond, and the heterolysis in polar solvents does not have thermodynamic advantages. However, in S_NAr reactions, the strong electron-withdrawing effect of fluorine atoms can more effectively reduce the electron cloud density of the σ-complex intermediate, thereby decreasing the activation energy of the rate-determining step and granting aromatic fluorides superior kinetic advantages. In the S_N1 and S_N2 reactions of haloalkanes, the bond energy of the carbon-halogen bond is a critical factor influencing the reaction rate: the lower the bond energy, the higher the kinetic activity. Designing questions based on cases where kinetic and thermodynamic activities align better fits the zone of proximal development for middle school students, enhancing the scientific validity of diagnostic assessments.

When using KSCN and a small amount of chlorine water to test for Fe²⁺in the solution,it was observed that the reacted solution appeared yellow instead of the familiar deep red color. Multiple hypotheses were proposed for the possible causes of abnormal phenomena. Through theoretical analysis and a series of comparative experiments,it was found that when chlorine water is insufficient,chlorine gas can only oxidize a portion of Fe²⁺. Due to the binding of some SCN^- by the remaining Fe²⁺,the concentration of [Fe(NCS)]²⁺in the resulting solution decreases,resulting in a yellow solution after the experiment. Through experimental exploration and theoretical analysis,it has been confirmed that Fe²⁺can form coordination ions with SCN^-,which do not appear red and have weak stability. The research conclusion can provide a scientific annotation for understanding the discourse of “Fe²⁺and SCN^-not showing red color”in textbooks.

According to the textual research and analysis of the development process of the concept of bismuth, at the end of the 15th century, with the development of metallurgical technology, European chemists came into contact with minerals related to bismuth in practice and initially recorded its unique physical properties. In 1753, French chemist Geoffroy successfully isolated bismuth and officially named it. In 1826, Swedish chemist Berzelius measured the atomic weight of bismuth relatively accurately, closely linking the concept of bismuth element with bismuth atom and endowing the concept of bismuth element with new connotations. At the beginning of the 20th century, the discovery of bismuth isotopes opened a new stage in people’s understanding of bismuth element. In short, with the development of scientific thinking and the innovation of experimental methods, the connotation of the concept of bismuth element is also constantly enriched and developed.