Chemistry, like physics, is the basic science of natural science. Next, I will share with you some model essays on chemistry and science and technology. Come and enjoy with me.

Model essay on chemistry and science 1

Practical chemistry application teaching

The determination of the goal of chemistry education depends on the value orientation of chemistry education. The research on the value of chemistry education has become an important basis for the theory and practice of chemistry education. In recent years, more and more propositions with chemical knowledge appear in test questions, which are closer to the value orientation of chemistry teaching. The goal of chemistry education is to make students understand the close relationship between chemistry and society, chemistry and materials, chemistry and energy, chemistry and environment, chemistry and life sciences, and apply chemistry knowledge to them.

Keywords: two sides; Practicality; Chemistry teaching

1. Chemistry is a practical subject.

In recent years, chemicals seem to be synonymous with toxicity and harm. When chemicals are mentioned, they are always associated with the killers of pollution and health, but this is not the essential feature of chemicals. Every chemical has two sides. On the one hand, it has brought us disadvantages, on the other hand, it has assumed certain functions. Editor-in-chief of Academician Wang Fosong and others? Looking forward to 2 1 century chemistry? The book mentions a very important point: any matter, energy and even living things have two sides to human beings. In present real life, we often exaggerate the harmfulness of chemical substances, but ignore their usefulness, resulting in a bad image, which requires us to correct this one-sided view. The melamine tainted milk powder incident has brought great psychological trauma to the people of the whole country, but melamine is not guilty. Melamine resin can be condensed and polymerized with formaldehyde to form melamine resin, which can be used in plastics and coatings industry, and can also be used as anti-folding and anti-shrinking treatment agent for textiles. The modified resin can be used as a colorful, durable and hard metal coating. It can also be used as a strong and heat-resistant decorative board, moisture-proof paper and gray leather tanning agent, an adhesive for synthesizing fire-proof laminated plates, a fixing agent or hardening agent for waterproof agents, and a flame retardant.

As a basic subject, chemistry comes from life. Many things in life are related to chemistry. To deal with these problems, we must have certain chemical knowledge, which is also pollution. The key to solve this problem is chemical knowledge. In daily life, people who have no knowledge of chemistry can't survive. We have to deal with chemical knowledge every day. Without chemical knowledge to help us solve problems, we can't develop food, clothing, housing and transportation. Without it, human survival and quality of life cannot be guaranteed. Using the chemical synthesis of drugs to inhibit bacteria and viruses and protect human health; Using chemistry to develop new energy and new materials to improve human living conditions; Using chemistry to comprehensively utilize natural resources, protect the environment and make human life better.

Second, practical chemistry knowledge education

Teachers are the organizers, designers and controllers of the teaching process, and also the senders and judges of teaching information. It is necessary to establish a correct teaching concept, clarify the teaching objectives and teaching objects, and rationally organize and design various elements of the teaching process. In chemistry teaching, we must first understand the concept of chemistry teaching. Teaching students to learn chemistry is to use the chemical knowledge that students can feel and understand the methods of chemical knowledge in solving many of our problems, thus stimulating students' enthusiasm for learning chemistry.

We should not only focus on the academic nature of chemical knowledge, but also let all students learn from some things they encounter in real life, or solve some problems they can contact after learning knowledge. Don't turn practical knowledge into pure theoretical knowledge, it will make students apply what they have learned. Under different teaching concepts, students' status, activities, training methods and evaluation methods are different. It is gratifying to master the subject knowledge. But what we want most is for students to learn all kinds of useful things. When students can try to learn chemistry knowledge from life application, or can apply what they have just learned to real life, are we still afraid that students can't learn chemistry well? Students will have a new understanding of chemistry.

In the teaching process, the selection of teaching materials is very important. As long as we pay attention to the application of knowledge in life, teaching will be informative, scientific and advanced, thus promoting the improvement of students' comprehensive ability. The knowledge system of chemistry is not dogma. Adding applied knowledge education in the teaching process to guide students to pay attention to life and study life is conducive to students' development after entering the society.

Third, the application of practical chemistry in the teaching process

1. Learning interest is an important driving force for learning activities. On the one hand, students are easily interested in novelty and curiosity, which in turn induces internal drive and arouses the willingness to seek knowledge, explore and operate. At the same time, some common sense in real life will also guide students to enter the state of autonomous learning. (1) Make rational use of teaching material resources, in what? Corrosion and protection of metals? In subject teaching, our textbooks first talk about the principle of corrosion, and then carry out protection according to the principle. It is reasonable to talk about the application of chemical knowledge from the discovery of problems to the study of chemical knowledge, but the knowledge of metal corrosion in books is only studied from the perspective of materials. If we pay close attention to the after-class questions in this section, we will find an actual case of iron oxygen absorption corrosion, which uses the energy released by oxygen absorption corrosion to produce heating equipment. This is a good material in teaching, and it is also helpful for students to correctly understand the two sides of chemical knowledge. Energy changes in chemical reactions? Students have accumulated some basic knowledge in junior high school, and the content is closely related to social life. It is also a well-known topic nowadays. It is very easy for students to play, and it is a good content to organically combine students' extensive interests with their central interests. When learning alcohol, you can take out the edible wine at home as the leading topic, combine it with medical alcohol, or get in touch with industrial alcohol (methanol). From utilization to harm, guide students to study and research. In the process of learning sodium carbonate and sodium bicarbonate, students can be guided to think about problems from fire extinguishers, so that students can receive the education of common sense of fire extinguishers. When we are faced with heavy metal poisoning in our lives, why can a bowl of soybean milk solve the problem? If there is no soybean milk, can you find a substitute? When we study protein, we can solve this problem. (3) Reasonable introduction of extracurricular resources. How did Mendeleev discover this rule, and how did it help us to deal with complex daily affairs? This method of solving problems is very beneficial to the growth of students. Students will find that many problem-solving methods are actually the same, and accumulate wisdom in life. Learning can't be just for exams, but our goal is to apply what we have learned after learning.

2. In the process of teaching exchange, we actually let students experience the application of chemistry and apply knowledge to solve problems, not only to let students apply what they have learned, but also to let students know, understand and try to find new ways to use it from more aspects. First of all, students should understand that the use of substances is not unilateral. When we let students know the greenhouse effect of CO2, can we imagine a small-scale greenhouse planting while analyzing the principle, and how to understand it deeply in the learning process? We can also let students know its application in many aspects, such as fire extinguishers and photosynthesis of plants, which will improve the image of CO2 in students' minds. When we realize carbon monoxide gas poisoning, we can also let students know its physiological and pathological regulation while analyzing its principle. While we are thankful for the existence of O2, we should also make students aware of oxygen poisoning. Secondly, the initial knowledge of chemistry comes from the summary of life experience, and the development of this knowledge will eventually be put into practice. When we study neutralization and hydrolysis, let students know the collocation of fertilizers. When we know the chemical reaction rate, we should let students know how to effectively preserve food at home.

After a class, we don't want to see students' homework only exercises. Knowledge can only be consolidated and developed in application. Only exercise is far from enough, and it is probably just one of the more helpless choices. After we learned wine, fake wine is a stage for students to learn useful things. How to detect the methanol content in wine is a good example. After we learn aldehyde, the gas pollution in indoor decoration will become a concern of students. When we finish learning electrochemistry, small batteries will attract the attention of many students. When we are faced with more survival crises, we should believe that chemistry can solve these problems.

References:

[1] Wang Fosong et al. 2 1 chemical prospect of the century. Beijing Chemical Industry Press 2000.

[Datian Middle School, Linhai City, Zhejiang Province (3 17000)]

Model essay on chemistry and science II

Talk about it? Green? chemical education

With the continuous development of society and the increasing population, environmental pollution has increasingly become a prominent social problem in the world today. Chemistry in middle schools is closely related to environmental problems, so it is duty-bound to cultivate students' environmental awareness. The education of green chemistry concept in middle school is the fundamental way to cultivate high-quality talents with green consciousness and environmental protection ability, and also the fundamental way to solve environmental problems.

Keywords: Green Chemistry Chemistry Education Green Chemistry Education

The problem of environment and development has become a dilemma faced by the contemporary world, and it is also the most severe challenge faced by mankind in the 2 1 century, and mankind has to face new environmental problems. In order to fundamentally prevent and control environmental pollution, we must rely on green chemistry, which has aroused great concern in the world in recent years.

First,? Green chemistry? The proposal and connotation of

? Green chemistry? This name first appeared in the official documents of the US Environmental Protection Agency to highlight the environmental friendliness of chemistry. 1995, US President Bill Clinton and Vice President Al Gore were specially established? Presidential Green Chemistry Challenge Award? In order to promote the prevention and control of chemical pollution and industrial ecological research in all walks of life, encourage and support major creative scientific and technological breakthroughs, and fundamentally reduce or even eliminate chemical pollution sources. For the above reasons, it makes? Green chemistry? This name is widely circulated.

? Green chemistry? It is a new concept put forward by today's society. Are you online? Green chemical process? The ideal state is that all the atoms in the reactants are converted into the products to be prepared, that is, the atomic utilization rate is 100% (atomic economy). The higher the utilization rate of atoms, the less waste discharged in the production process and the less impact on the environment.

Green chemistry has become an important part of middle school chemistry education, and it is a brand-new subject of middle school chemistry education.

Second,? Green chemistry? Infiltration in Middle School Chemistry

To cultivate students' environmental awareness in chemistry teaching, we should grasp all aspects of teaching and carry out environmental education from multiple angles.

1. Grasp the environmental protection content of teaching materials and infiltrate environmental protection education.

Chemistry teachers should introduce environmental protection knowledge to students in combination with many chapters in chemistry textbooks. For example, the formation and harm of air pollution and acid rain are introduced by combining oxides of sulfur and nitrogen; Combined with the teaching of toxic gases such as carbon monoxide, this paper introduces its influence on the environment and human body and related experimental operation precautions in class; Connecting with the industrial processes of steelmaking and ironmaking, this paper introduces the industrial pollution and the treatment of waste gas and waste residue. Combined with the teaching of heavy metal elements, this paper introduces the pollution of heavy metal to water and its harm to human health. Combined with the relevant knowledge of phosphate fertilizer, the eutrophication of lake water quality is introduced. Combined with the content of organic polymer compounds, white pollution, its harm and solutions are introduced. Classroom is the first place for teachers. As chemistry teachers, we should seize this place, keep close contact with teaching materials, infiltrate environmental education in daily teaching, let students understand the necessity and urgency of environmental protection, and gradually cultivate environmental awareness.

2. Promoting environmental education in experimental teaching.

As chemistry teachers, we should use experimental teaching to let students participate in environmental protection practice. First of all, we should cultivate students' experimental habits, such as operating toxic gases in closed systems or fume hoods to absorb the tail gas after the reaction and prevent it from spreading into the air. After the reaction, the waste liquid and waste residue are not poured into the pool at will, but recycled by classification, so that students can develop a good habit of environmental protection. Secondly, we should help students learn to design, improve and choose experimental schemes and experimental drugs from the perspective of environmental protection. Enable students to adopt some non-toxic, harmless, low-pollution and low-energy experimental schemes as far as possible, and choose some pollution-free, recyclable and recyclable drugs. Cultivate students' awareness of environmental protection in scientific experiments and industrial production from an early age.

3. Give full play to the guiding role of examinations and strengthen environmental education.

In recent years, environmental protection questions have appeared in the senior high school entrance examination papers all over the country. Some of the questions are still based on the basic knowledge of chemistry, giving full play to the orientation and educational function of the examination, guiding students to care about and understand the society, promoting quality education in middle schools and improving students' understanding of environmental protection. In my opinion, the environmental protection test questions in the senior high school entrance examination should be comprehensive, more difficult and wider, which will promote us to cultivate students' environmental awareness, encourage students to know more about environmental protection, and link the theory in books with social practice. Our chemistry teacher should pay attention to combining the reality and knowledge around him in peacetime, and create an external environment that attaches importance to environmental protection for students in daily exam exercises.

4. Use rich extracurricular activities to carry out environmental education.

According to the requirements of the current middle school chemistry syllabus, it is not enough to cultivate students' environmental awareness only in the classroom. We should take environmental protection activities as an important part of chemistry extracurricular activities, and take cultivating students' environmental awareness as an important goal of chemistry extracurricular activities to implement them seriously and effectively. (1) seminar. Organize special lectures in combination with major environmental pollution problems and major environmental protection activities at home and abroad. For example, on June 5th, World Environment Day introduced the global environmental issues that the world is concerned about to the students. Combined with the International Day for the Protection of the Ozone Layer in September 16, the related knowledge of the ozone layer and the causes of its destruction, as well as the application of freon and its alternative technologies were introduced to students. Combined with the activities of eliminating white garbage advocated by China, the source and harm of white garbage are discussed. ② Organize students to visit. We can use the holiday to organize students to visit typical polluted factories (such as coking plants, cement plants and zinc plating plants) and polluted rivers nearby, and talk with workers and technicians in the factories and residents around the rivers to clarify the harmfulness of environmental pollution and the urgency of environmental protection. (3) Organize students to conduct small-scale research. A. Organize students to compare the measured pH values of rainwater, river water, factory wastewater and civil wastewater; B. Understand how air quality is assessed, the corresponding relationship between API value and air quality grade, and investigate the contents of carbon dioxide and air pollution gas on busy roads; C. Investigate the current use of freon in refrigerators of various brands and compare it with the previous situation; D, comparing the growth of mice in drinking water with different air quality and acidity; E. Improve some experiments in teaching materials from the perspective of environmental protection, and conduct discussion and research. Through such extracurricular activities, students can be active in the front line of environmental protection, apply their usual chemical knowledge, participate in environmental protection activities in person, and truly realize the arduousness of environmental protection tasks, which is conducive to students' passive cultivation of environmental awareness into spontaneous and active cultivation of their own environmental awareness.

With the development of the world economy, the wave of green change is sweeping the world, and 2 1 century will become a green century. Developing green education in middle school chemistry teaching is the responsibility entrusted to us by history. Green education is conducive to protecting the environment on which human beings depend and realizing the sustainable development of human society. Middle school chemistry must embody the education of green chemistry, let the concept and content of green chemistry run through the whole educational activity, and truly be green everywhere. Only in this way can our education be full of vitality and green.

References:

(1) "One hundred thousand why? Environmental chemistry volume

(2) Chemistry Education 1998.5 Zheng Changlong, Li Decai,

(3) Wang Xiuhong's Discussion on Several Issues of Science and Technology Quality Education.

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