引用本文:
杨娟. 从定性到定量：以偶极矩和极化率为例——化学“101计划”普通化学教学案例[J]. 大学化学,
2026, 41(6): 18-23.
doi:
10.12461/PKU.DXHX202605042
Citation: Juan Yang. From qualitative to quantitative taking dipole moment and polarizability as examples: a case of general chemistry in the Chemistry “101 Plan”[J]. University Chemistry, 2026, 41(6): 18-23. doi: 10.12461/PKU.DXHX202605042
Citation: Juan Yang. From qualitative to quantitative taking dipole moment and polarizability as examples: a case of general chemistry in the Chemistry “101 Plan”[J]. University Chemistry, 2026, 41(6): 18-23. doi: 10.12461/PKU.DXHX202605042
从定性到定量：以偶极矩和极化率为例——化学“101计划”普通化学教学案例
English
From qualitative to quantitative taking dipole moment and polarizability as examples: a case of general chemistry in the Chemistry “101 Plan”
Abstract:
This article is a case of the General Chemistry textbook in the Chemistry “101 Plan”, titled “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”. This teaching case uses two very important and interrelated concepts in chemistry: dipole moment, a measure of molecular polarity, and polarizability, a measure of the degree of electron cloud distortion, as examples to illustrate how chemical research has evolved from qualitative to quantitative approaches, thereby guiding students to develop quantitative thinking. The establishment of quantitative models helps to understand the underlying mechanisms of phenomena, and quantitative research methods have promoted the standardization process of research and the development of repeatable scientific norms.
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Key words:
- Chemistry“101 Plan”
- / General Chemistry
- / Teaching cases
- / Dipole moment
- / Polarizability
- / Quantitative thinking
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[1]
杨娟. 普通化学. 北京: 高等教育出版社, 2025.
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[2]
义务教育化学课程标准. 北京: 北京师范大学出版社, 2012.
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