大学化学

所属专题： 面向本科生教学的金属有机化学

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化学势理论在MOF材料中的应用拓展——物理化学教学实践与探索

刘欢1, 汪晓东1, 刘丽2   

  1. 1 北京化工大学材料科学与工程学院，北京 100029;
    2 中南林业科技大学涉外学院，湖南 长沙 410201
  • 收稿日期:2026-01-22 录用日期:2026-03-11
  • 通讯作者: 刘欢 E-mail:liu.huan@mail.buct.edu.cn Huan Liu
  • 基金资助:
    北京市自然科学基金项目(2242049)

Teaching practice and exploration of “physical chemistry” based on the application of chemical potential theory in MOF materials

Huan Liu1, Xiaodong Wang1, Li Liu2   

  1. 1 College of Materials Science and Engineering, Beijing University of Chemical Technology, Beijing 100029, China.;
    2 Swan college, Central South University of Forestry and Technology, Changsha 410201, Hunan Province, China
  • Received:2026-01-22 Accepted:2026-03-11
  • Contact: Huan Liu E-mail:liu.huan@mail.buct.edu.cn

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摘要： 化学势作为物理化学热力学中的核心概念，是理解物质传递、反应自发性、相平衡的核心工具。然而，化学势概念抽象、数学推导密集，成为本科教学的重点与难点。本文以2025年诺贝尔化学奖金属有机框架(MOF)材料作为对化学势理论的应用拓展案例，通过解析MOF晶化、吸附、催化过程的化学势机制，建立了“化学势理论基础-MOF前沿应用拓展-互动探究”的教学实例。结果表明，该模式可降低化学势理论的理解难度，培养学生对前沿科学与基础理论融合的认知，提升学生的科学素养和创新意识。与传统教学相比，新模式下学生对知识掌握、学习兴趣、价值感知三个方面总体提升了48%，为金属有机化学与物理化学的跨课程教学提供思路。

关键词: 物理化学, 金属有机框架, 化学势, 教学实践, 科学精神

Abstract: Chemical potential, as a core concept in physical chemistry thermodynamics, serves as a fundamental tool for understanding mass transfer, reaction spontaneity, and phase equilibrium. However, its abstract nature and intensive mathematical derivations make it both a key focus and a challenging aspect in undergraduate education. This study employs metal-organic frameworks (MOFs), the subject of the 2025 Nobel Prize in Chemistry, as an applied case study to extend chemical potential theory. By examining the chemical potential mechanisms involved in MOF crystallization, adsorption, and catalytic processes, we developed a teaching model that integrates theoretical foundations of chemical potential with cutting-edge MOF applications through interactive inquiry. Results demonstrate that this approach reduces the complexity of understanding chemical potential theory while fostering students’ ability to connect fundamental theories with advanced scientific applications. Compared with traditional teaching methods, the new model shows 48% improvement across three metrics: knowledge acquisition, learning interest, and value perception, providing insights for interdisciplinary teaching between organometallic chemistry and physical chemistry.

Key words: Physical chemistry, Metal-organic frameworks, Chemical potential, Teaching practice, Scientific spirit