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本文简要的介绍了著名的化学家柏采留斯艰难而坎坷的求学经历,在科学研究和培养杰出人才方面所作出的卓越的贡献.籍以启迪后人,效法先师. 相似文献
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从电极电势的定义出发,探讨了绝对电极电势与相对电极电势、电极电势的符号、标准电极电势、氧化电势与还原电势等有关电极电势的具体问题。 相似文献
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用线性扫描伏安法研究了碳钢在Na2CO3液层中腐蚀的电化学行为,讨论了碳钢在-0.1~0.8V电位范围内活化和钝化过程。 相似文献
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Li/SOCI。电池是目前所有化学电源中能量密度最高的,适用性很广,因而引起研究开发和应用部门的广泛兴趣.由于该电池的能量过于集中,故安全问题至今未能妥善解决.为解决Li/SOCI。电池的安全问题,许多工作者对C极上SOCI:的还原机理进行了大量研究.近十年来,研究过渡金属大环配合物对SOCI。还原的电催化机理,不仅有助于制造高效可靠的Li/SOCI。电池的碳阴极,而且丰富了电催化理论.四一(二氯代一对一二硫杂环已烯)一四氮杂叶琳配合物(记为MT(TCI)TAP,简称八氯代八硫杂酞育配合物)是本实验新近合成的一类大环… 相似文献
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应用电化学法处理染料中间体生产排放的高盐度有机废水。考察了电极材料、电流密度、电解时间等因素对处理效果的影响。实验结果表明。该法能够有效地去除废水中的有机物,提高透明度,在电流密度0.015A/cm^2,槽电压8.4V,电解90min,CODcr和色度的去除率分别达到了65%和70%。本文亦对含盐染料配水进行了研究,对降解机理做了初步的探讨。 相似文献
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利用金电极上自组装的3-巯基丙酸自组装膜,通过DCC和NHS共价连接辣根过氧化物酶(HRP),构建了一种稳定性好、寿命长的过氧化氢电化学生物传感器.HRP在该电极上实现了直接电子传递,其氧化还原峰电位差为250mV,式量电位为-231 mV.该传感器对过氧化氢表现出良好的电催化活性,还原峰电流与过氧化氢含量在1.5-1000μmol/L之间呈现良好的线性关系,灵敏度达到1185μA/mM,检出限为0.5μmol/L.该传感器具有良好的稳定性、重现性,已用于合成样品中过氧化氢含量的测定,准确度良好. 相似文献
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左国防 《天水师范学院学报》2007,27(5):21-25
通过聚合物、表面活性剂膜修饰电极并结合纳米技术、辣根过氧化物酶(HRP)重组及定点突变技术和方法实现了HRP与电极间的直接电子转移,简要介绍了辣根过氧化酶直接电化学的研究进展。 相似文献
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李晓星 《合肥联合大学学报》2006,16(B10):50-54
介绍了阴极保护基本理论和发展进程,分析了国内外阴极保护技术的发展现状,归结了国内外阴极保护的标准和规范. 相似文献
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Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry 总被引:1,自引:0,他引:1
Burcin Acar Leman Tarhan 《International Journal of Science and Mathematics Education》2007,5(2):349-373
The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional
approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from
two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry
Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed.
According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified.
The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group
(cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered
to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative
learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach.
According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful
in remediation of the predetermined misconceptions. 相似文献