A micro-integrated reaction device for teaching

Abstract

The utility model provides a micro integrated reaction device for teaching, its characterized in that, including micro device and digital device, the micro device includes luer intercommunicator, the syringe of connection on luer intercommunicator, digital device includes, the electrode of insertion reaction solution, conductivity meter, data collector, notebook computer connected in proper order, the electrode is connected with conductivity meter. The device can observe a plurality of macroscopic phenomena of double decomposition reaction simultaneously, and it is convenient for student autonomous operation and observation, through experimental device design and data presentation analysis two aspects, constructs the correlation of micro ionic change and macroscopic phenomenon, thereby solves the teaching difficulty.

Description

Technical Field

[0001] This utility model relates to the field of reaction device technology, and in particular to a miniature integrated reaction device for teaching. Background Technology

[0002] Against the backdrop of basic education curriculum reform, a three-pronged educational philosophy and practical direction of "new curriculum, new textbooks, and new teaching" has been proposed. This concept aims to implement the cultivation goals of students' core competencies and promote innovation in subject teaching. The "Compulsory Education Chemistry Curriculum Standards (2022 Edition)" establishes "scientific inquiry and chemical experiments" as a core learning theme, emphasizing the deepening of the understanding of the broad concept of "the scientific essence of chemistry" through experimental carriers. As one of the four basic reactions in junior high school chemistry, "double displacement reaction" has consistently maintained a high frequency of examination in the Fujian Provincial Academic Proficiency Test. Its question characteristics are prominently manifested in requiring students to establish a triple cognitive model of "macroscopic phenomena - microscopic essence - symbolic representation" based on real-world situations. However, teaching feedback data shows that students have significant weaknesses in areas such as ion recombination and prediction of macroscopic reaction phenomena.

[0003] The new People's Education Press textbook places double displacement reactions after the study of acid-base-salt properties. While this provides a cognitive foundation for knowledge integration, it has two major limitations: First, the experimental design relies solely on precipitation formation as a single phenomenon for judgment, failing to systematically demonstrate the macroscopic phenomena of double displacement reactions. Second, the microscopic exploration lacks quantitative evidence of dynamic changes in ion concentration, preventing students from establishing the logical chain of "ion recombination → phenomenon occurrence." Traditional experimental observation leads to a cognitive disconnect between students' "memory of macroscopic phenomena" and "understanding of microscopic mechanisms." Utility Model Content

[0004] The main technical problem this invention aims to solve is that the experimental design relies solely on precipitation formation as a single phenomenon for judgment, failing to systematically demonstrate the macroscopic phenomena of double displacement reactions. Furthermore, the microscopic analysis lacks quantitative evidence of dynamic characterization of ion concentration changes. To overcome these shortcomings of existing technologies, this invention provides a miniature integrated reaction device for teaching purposes.

[0005] The technical solution adopted by this utility model to solve its technical problem is:

[0006] A miniature integrated reaction device for teaching purposes includes a miniature device and a digital device. The miniature device includes a Luer communication device and a syringe connected to the Luer communication device. The digital device includes an electrode inserted into the reaction solution, and a conductivity meter, a data acquisition device, and a laptop computer connected in sequence. The electrode is connected to the conductivity meter.

[0007] Furthermore, the number of syringes is six.

[0008] Furthermore, the connection position between the syringe and the Luer connector is fixed by a fixing device.

[0009] Furthermore, the fixing device includes a box and a magnet, with the front of the box fixing the connection position between the syringe and the Luer connector, and the magnet installed on the back of the box.

[0010] Furthermore, the two syringes are positioned at both ends of the Luer connector, the three syringes are positioned at the upper part of the Luer connector, and the one syringe is positioned at the lower part of the Luer connector, corresponding to the syringe at the middle position of the upper part of the Luer connector.

[0011] Furthermore, the syringe is made of glass.

[0012] Furthermore, a camera is installed inside the syringe.

[0013] The beneficial effects of this utility model are:

[0014] 1. Miniaturization: By using a syringe and a Luer tube to connect the components into a miniature device, the size and number of instruments are greatly reduced compared to traditional experimental instruments, and the amount of reagent consumed per experiment is significantly reduced. This not only lowers experimental costs but also makes experimental operation simpler and more flexible. The device can simultaneously observe multiple macroscopic phenomena of double displacement reactions, facilitating independent operation and observation by students.

[0015] 2. Green Approach: Due to the smaller size of the experimental setup, the experimental time is shortened while also saving space, aligning with the principles of green chemistry. During the teaching process, it subtly conveys environmental awareness to students and cultivates their perspective on sustainable development.

[0016] 3. Digitalization: Digital experiments can display the conductivity change curves of chemical reactions and show the real-time changes in ion concentration in solutions. Students analyze the data to understand the microscopic nature of double displacement reactions, develop their evidence-based reasoning abilities, and form a broad concept of the "essence of chemical science." By focusing on both experimental setup design and data presentation and analysis, the connection between microscopic ion changes and macroscopic phenomena is established, thus solving teaching difficulties. In interdisciplinary practical activities, the fun and inquiry-based nature of digital experiments greatly stimulates students' learning interest and deeply enhances their scientific thinking.

[0017] 4. Versatility: The integrated device is easy to carry and highly operable in the classroom. This device can also be used for gas preparation, comparative experiments, property exploration, and quantitative reactions, demonstrating its versatility. Attached Figure Description

[0018] The present invention will be further described below with reference to the accompanying drawings and embodiments.

[0019] Figure 1 This is a schematic diagram of the structure of this utility model;

[0020] Figure 2 This is a schematic diagram of the fixing device structure of this utility model;

[0021] Figure 3 The diagram shows the macroscopic phenomena and conductivity changes of the reaction between sodium hydroxide and dilute hydrochloric acid according to this invention.

[0022] Figure 4 The diagram shows the macroscopic phenomena and conductivity changes of the reaction between copper sulfate and sodium hydroxide according to this invention.

[0023] Figure 5 This is a graph showing the macroscopic phenomena and conductivity changes of the reaction between dilute hydrochloric acid and sodium carbonate according to this invention.

[0024] Explanation of the labels in the diagram:

[0025] 1. Box; 2. Magnet. Detailed Implementation

[0026] The present invention will be further described below with reference to specific embodiments. The illustrative embodiments and descriptions of the present invention are used to explain the present invention, but are not intended to limit the present invention.

[0027] Example: Figures 1-5 The image shows a miniature integrated reaction device for teaching purposes.

[0028] Reference Figure 1 As shown, the first embodiment of this utility model discloses a miniature integrated reaction device for teaching, including a miniature device and a digital device. The miniature device includes a Luer communication device; six syringes are connected to the Luer communication device, and the connection positions of the syringes and the Luer communication device are fixed by a fixing device. The fixing device includes a box 1 and a magnet 2. The box is a PV box. The front of the box is fixed to the connection position of the syringes and the Luer communication device, and the back of the box is equipped with a magnet. When in use, it is fixed to the blackboard by magnetic attraction, which facilitates reaction operation.

[0029] The digital device includes an electrode inserted into the reaction solution; a conductivity meter, a data acquisition unit, and a laptop computer connected in sequence, with the electrode connected to the conductivity meter.

[0030] Specifically, two syringes are placed at both ends of the Luer connector, three syringes are placed at the top of the Luer connector, and one syringe is placed at the bottom of the Luer connector, corresponding to the syringe in the middle position at the top of the Luer connector.

[0031] Experimental steps:

[0032] (1) Experimental preparation: Prepare the dilute solutions required for the experiment to ensure that the conductivity of each group of solutions is the same at room temperature;

[0033] (2) Assembly of the apparatus: assemble each group of solutions according to... Figure 1 Add the electrodes to the syringe in the order shown, insert the electrodes into the syringe, and connect the electrodes, conductivity data acquisition device, and laptop.

[0034] (3) Experimental procedure: Open the conductivity measurement software, click the "Curve Display" button, refer to Table 1, push the dilute hydrochloric acid solution from Experiment 1 into the sodium hydroxide phenolphthalein mixed solution, click the "Start" button of the software, measure the dynamic conductivity curve during the reaction, and observe the experimental phenomena in the syringe. After the reaction is complete, click the "Stop" button and save the conductivity curve. Rinse the electrode with distilled water and wipe it clean with filter paper for the next experiment.

[0035] (4) Experimental procedure: Refer to Table 1. Repeat step (3) for Experiment 2 and Experiment 3.

[0036] (5) Waste liquid treatment: After the experiment, directly dumping the waste liquid after the reaction will cause environmental pollution. In order to establish environmental awareness in chemistry teaching and realize the core chemical concept of green chemistry, acid and base waste liquid is treated by neutralization reaction until the pH of the waste liquid is 7 before being discharged; when treating copper sulfate waste liquid, sodium hydroxide solution is added dropwise to convert copper ions into copper hydroxide precipitate, and the pH is adjusted to 7 before being discharged to avoid pollution from strong alkaline solution.

[0037] (6) Precautions: Control the conductivity of each group of solutions to be the same in order to eliminate the influence of dilution after mixing on the conductivity measurement.

[0038] Table 1 Experimental Grouping for Double Displacement Reactions

[0039]

[0040] Experimental results and analysis:

[0041] Combination Figure 3 , Figure 4 , Figure 5 The three sets of conductivity change curves show that a decrease in solution conductivity occurs when one reactant solution is introduced into another reactant solution, indicating that some ions in the solution have undergone chemical reactions and escaped from the solution system. Combined with the solubility table, the essence of these double displacement reactions can be concluded that: 2H+ + +CO3 2- =H₂O + CO₂↑, Cu 2+ +2OH - =Cu(OH)₂↓、H + +OH - =H2O.

[0042] In the second embodiment of this utility model, the syringe is made of glass and a camera is installed inside the syringe.

[0043] Using a glass syringe, the device is fixed to the backdrop, enhancing the illustrative effect of close-up demonstrations for students. Emphasis is placed on integration with multimedia resources such as computers, strengthening the use of screen projection to effectively showcase chemical reaction changes to the whole class, highlighting the applicability and fluency of classroom teaching. Through a camera inside the syringe, students can visually observe the rate of change in color, bubbles, and other subtle variations, further enhancing the visualization of minute changes.

[0044] By using this utility model, the following is achieved:

[0045] 1. Miniaturization: By using syringes and Luer tubes to connect the components into a miniature device, the size and number of instruments are greatly reduced compared to traditional experimental instruments, and the amount of test solution consumed per experiment is significantly reduced. This not only lowers experimental costs but also makes experimental operations simpler and more flexible, facilitating independent operation and observation by students.

[0046] 2. Green Approach: Due to the smaller size of the experimental setup, the experimental time is shortened while also saving space, aligning with the principles of green chemistry. During the teaching process, it subtly conveys environmental awareness to students and cultivates their perspective on sustainable development.

[0047] 3. Digitalization: Digital experiments can display the conductivity change curves of chemical reactions and show the real-time changes in ion concentration in solutions. Students can analyze the data to understand the microscopic nature of double displacement reactions, develop their evidence-based reasoning abilities, and form a broad concept of the "essence of chemical science," thus solving teaching difficulties. In the interdisciplinary practical activities of this project, the fun and inquiry-based nature of digital experiments greatly stimulated students' learning interest and deepened their scientific thinking.

[0048] 4. Versatility: The integrated device is easy to carry and highly operable in the classroom. This device can also be used for gas preparation, comparative experiments, property exploration, and quantitative reactions, demonstrating its versatility.

[0049] In summary, by integrating macroscopic phenomenon observation and dynamic conductivity detection (range 0-2000 μS / cm, resolution ±0.5%), the system achieves simultaneous visualization of "condition judgment - mechanism explanation" for double displacement reactions. Conductivity represents the concentration of ions in a solution; a decrease in conductivity indicates a decrease in ion concentration. The system employs a modular design concept, upgrading traditional test tube reactions to a syringe microfluidic system, significantly improving reagent utilization (reagent consumption ≤5 mL per experiment) while ensuring experimental safety.

[0050] This device constructs a real-time conductivity monitoring system (accuracy ±0.5 μS / cm), which uses digital sensing technology to transform the invisible ion recombination process into a quantitative conductivity change curve. Practice shows that using this device for experimental inquiry-based teaching enables 83.7% of students to accurately establish a reasoning model of "ion concentration fluctuations → conductivity changes → reaction progress judgment," understand the microscopic nature of double displacement reactions, and correctly write the corresponding chemical equations, significantly improving teaching effectiveness compared to traditional methods.

[0051] This innovative experiment uses a common syringe as the reaction device, making it more closely related to students' daily lives and significantly lowering the operational threshold. Students can easily get started and quickly engage in experimental investigation. At the same time, it cleverly integrates conductivity data acquisition equipment, organically combining the macroscopic phenomena of double displacement reactions with microscopic analysis, enhancing students' cognitive thinking about this basic reaction type.

[0052] In classroom teaching, the advantages of this device are fully demonstrated. On the one hand, the intuitive and systematic macroscopic phenomena and the quantitative data on changes in microscopic ion concentration corroborate each other, building a cognitive bridge from appearance to essence for students, greatly stimulating their enthusiasm for exploration and driving them to actively explore the mysteries of chemical knowledge. On the other hand, it helps teachers break through the limitations of traditional teaching, making abstract chemical principles tangible and knowable, making the teaching process more logical and systematic, and effectively achieving teaching objectives.

[0053] Through hands-on activities, students not only learn chemical knowledge and improve their experimental skills, but also cultivate their innovative spirit and practical abilities. They gain a deeper understanding of the important value of chemistry in understanding the world and solving practical problems, fully demonstrating the unique educational charm of chemistry and laying the foundation for improving students' scientific literacy.

[0054] The above description is merely a preferred embodiment of the present utility model and is not intended to limit the present utility model in any way. Any simple modifications, equivalent changes, and alterations made to the above embodiments based on the technical essence of the present utility model shall still fall within the scope of the technical solution of the present utility model.

Claims

1. A miniature integrated reaction device for teaching purposes, characterized in that, The device includes a micro-device and a digital device. The micro-device includes a Luer communication device and a syringe connected to the Luer communication device. The digital device includes an electrode inserted into a reaction solution, a conductivity meter, a data acquisition device, and a laptop computer connected in sequence, with the electrode connected to the conductivity meter.

2. The miniature integrated reaction device for teaching purposes according to claim 1, characterized in that, The number of syringes is six.

3. The miniature integrated reaction device for teaching purposes according to claim 1, characterized in that, The connection between the syringe and the Luer connector is fixed by a fixing device.

4. The miniature integrated reaction device for teaching purposes according to claim 3, characterized in that, The fixing device includes a box and a magnet. The front of the box is used to fix the connection position between the syringe and the Luer connector, and the magnet is installed on the back of the box.

5. A miniature integrated reaction device for teaching purposes according to claim 2, characterized in that, The two syringes are positioned at both ends of the Luer connector, the three syringes are positioned at the top of the Luer connector, and the one syringe is positioned at the bottom of the Luer connector, corresponding to the syringe in the middle position at the top of the Luer connector.

6. The miniature integrated reaction device for teaching purposes according to claim 1, characterized in that, The syringe is made of glass.

7. The miniature integrated reaction device for teaching purposes according to claim 1, characterized in that, The syringe is equipped with a camera.

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