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差示扫描量热法(DSC)的实验教学设计

刘海燕, 赵发琼, 施治国, 龚楚清, 王晓玲   

  1. 武汉大学化学与分子科学学院, 化学国家级实验教学示范中心(武汉大学), 湖北 武汉 430072
  • 收稿日期:2025-12-14 修回日期:2026-03-05
  • 通讯作者: 王晓玲 E-mail:wangxiaoling@whu.edu.cn Xiaoling Wang
  • 基金资助:
    武汉大学实验技术项目(WHU-2025-SYJS-0017)

Experimental teaching design for differential scanning calorimetry

Haiyan Liu, Faqiong Zhao, Zhiguo Shi, Chuqing Gong, Xiaoling Wang   

  1. National Demonstration Center for Experimental Chemistry Education, College of Chemistry and Molecular Sciences, Wuhan University, Wuhan 430072, Hubei Province, China
  • Received:2025-12-14 Revised:2026-03-05
  • Contact: Xiaoling Wang E-mail:wangxiaoling@whu.edu.cn

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摘要： 差示扫描量热仪(DSC)作为一种重要的热分析仪器，它的实验内容在仪器分析实验教材中却很少涉及。针对这一情况，本文基于DSC的应用，介绍了五水硫酸铜升温失水和对苯二甲酸乙二酯(PET)的多种相变两个实验内容的教学设计。在该仪器教学及开放培训时，采用线上线下结合、探究式和分层教学模式，在激发学习兴趣、培养仪器操作能力以及发展科研素养方面有良好的教学效果，同时大大提升了DSC仪器的使用效益。期望这些探索为兄弟院校开设大中型仪器的实验与培训提供一定参考。

关键词: 差示扫描量热法, 五水硫酸铜, 对苯二甲酸乙二酯, 线上线下结合, 探究式教学

Abstract: Differential scanning calorimetry (DSC), as a crucial thermal analysis instrument, is seldom addressed in instrumental analysis experiment textbooks. To address this gap, this study presents a teaching design featuring two experimental components: the dehydration of copper sulfate pentahydrate during heating and the phase transitions of polyethylene terephthalate (PET). By integrating online and offline instruction with inquiry-based and tiered teaching models, this approach has been implemented in graduate student instrument training and open instrument workshops. The results demonstrate significant pedagogical benefits, including enhanced student engagement, improved instrumental operation skills, and the cultivation of research literacy, while also optimizing the utilization efficiency of DSC instruments. It is hoped that these findings will serve as a valuable reference for peer institutions in designing experiments and training programs for large and medium-sized instruments.

Key words: Differential scanning calorimetry, Copper sulfate pentahydrate, Poly(ethylene-terephthalate), Combination of online and offline, Inquiry-based learning