Chemistry Teaching prone to some misunderstanding-毕业论文翻译.docVIP

Chemistry Teaching prone to some misunderstanding Chemistry teaching in high school, many teachers and students often easy to understand some concepts, or simplify the process, the taking some simple expression, students receive from the point of view, a number of ways not a bad thing, but easy to make Some of the common scientific errors, after the students learn or understand, analyze some of the problems caused by misunderstanding. the writer a little about their teaching experience or two. 1. Blind adduct equation. Chemical study, particularly after learning through Gass laws often deal with the chemical formula, add together, to facilitate chemical operations, but the use of good, also have a misunderstanding of knowledge and understanding. For example: a common secondary response to: Fe +4 HNO3 (diluted === Fe (NO33 + NO ↑ +2 H2O, normal correctly understand, HNO3 oxidation of very strong, the Fe oxidized to Fe3 +, but when excess Fe, Fe3 + Fe again oxidation of Fe2 +, which was Fe (NO32, pay no attention to teaching, to simple calculations, written in the 3Fe +8 HNO3 (diluted === 3Fe (NO32 +2 NO ↑ +4 H2O ... ... ... ①, so many students are easily confused HNO3 and dilute the reaction Fe mistaken for Fe (NO32, so easy to misunderstand the nature of the reaction to produce an error, the reaction ① only to facilitate the calculation of chemical relationship between the column calculation formula, not a true reaction equation, it should be the following two add a formula to obtain: Fe +4 HNO3 (diluted === Fe (NO33 + NO ↑ +2 H2O ... ... ... ② 2Fe3 + + Fe === 3Fe2 + ... ... ... ③ Type ① ② × 2 + ③ should be handled. So that when Fe excess, the calculation of the product carried by ① style to the more convenient. But if you do not make clear the problem, it is easy for students to create the illusion that the Fe and HNO3 generated Fe (NO32 wrong. So there are similar examples a lot! 2. Explain some unclear reaction mechanism. We in