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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WANG Zejun, CHEN Shuai, HE Ronghuan
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DOI:10.17265/2161-623X/2024.01.003
Northeastern University, Shenyang, China
The principles or laws involved in foundation teaching usually have prerequisite conditions or assumptions for their application. In order to help students quickly grasp the knowledge they need to learn and ensure the systematic nature of the teaching content, the completeness of the knowledge points, and the achievement of teaching tasks, the applicability of the principles or laws beyond the boundary conditions or assumptions is usually not extensively discussed. This often leads to deviations between theory and experiment in scientific research and practical applications, and is also a common cause of confusion in the process of connecting theory and practice. To address this weak link in the teaching of chemical principles or laws, we take several examples such as reversible processes in electrochemistry, Nernst equation, battery electrode polarization, etc., to elaborate the connection between theory and practice as a supplement for teaching. We hope this could help students better understand what they have learned and to deal with problems by flexibly using the chemical laws and principles.
foundation teaching, principles and applications, chemistry
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