采用少溶剂固相反应制备3PbO·PbSO4·H2O的实验研究

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Education for Chemical Engineers Pub Date : 2023-04-01 DOI:10.1016/j.ece.2023.02.003
Helin Wang , Can Liu , Helong Jiang , Zhiliang Guo , Yingping Zheng , Qi Qi , Lixu Lei
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引用次数: 1

摘要

少溶剂固相反应是固体在少量溶剂的作用下在普通搅拌反应器中发生的反应。由于溶剂的量有限,只有一部分物质能溶解在溶剂中,溶剂可以看作是一种运输剂,使反应物容易接触。本实验采用无溶剂固相反应,利用β-PbO和PbSO4在2 h内生成3PbO·PbSO4·H2O(三碱式硫酸铅,通常简称为3BS),并对反应过程进行了监测和x射线衍射表征。通过实验数据与实验前课的热力学分析相结合,学生可以理解为什么溶液反应最终达到平衡,而固相反应达到100%完成,以及如何摆脱固相反应的扩散困难。同时,接触这个实验可以激发学生探索除溶液反应之外的更环保的化学过程技术。
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A laboratory experiment on preparation of 3PbO·PbSO4·H2O using less solvent solid state reaction for undergraduate students

Less solvent solid state reactions are reactions of solids with help of a little amount of solvent in ordinary stirring reactors. Due to the limited amount of solvent, only part of the substances can dissolve in the solvent, and the solvent can be regarded as a transport agent that makes the reactants contact easily. Here, we present an experiment about less solvent solid state reaction that enables students to use β-PbO and PbSO4 to produce 3PbO·PbSO4·H2O (tribasic lead sulfate, usually short as 3BS) in 2 h with its reaction monitored and product characterized with X-ray diffraction. By combining their experiment data with the thermodynamic analysis in the pre-lab lecture, students can understand why solution reactions reach equilibriums eventually while solid state reactions reach 100% completion, and how to get rid of the diffusion difficulty of solid state reactions. Meanwhile, exposure to this experiment can stimulate students to explore techniques for greener chemical processes other than solution reactions.

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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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