有人认为氯酸钾加热分解制氧气时只能用二氧化锰作催化剂。其实,这是不全面的认识。要正确树立催化剂的概念,最好是通过实验,尤其对高一学生正式学催化剂时更为迫切。大前年秋季,我用红土(Fe_2O_3为主)、三氧化二铬、粘土(黄色)等代替二氧化锰作热分解氯酸钾制氧气的催化剂,效果并不差。特别是粘土,对自己启发不小。前年春,从苏联“化学教学”上看到有关材料,更有信心地领导了高一化学课外活动小组的人员,用排水取气法,并记录时间以实验上述制氧的催化剂问题。在增加使用砖粉、氧化镁、氧化铜及附近大量出产的硅藻土时,效果很好,引起小组同学的浓厚兴趣。但可惜记录较乱,没有计算氧气体积,事先称量也较马虎,所以无法列表比较,对全班同学影响也不够大。 Some people think that potassium chlorate decomposition of oxygen can only use manganese dioxide as a catalyst. In fact, this is not a comprehensive understanding. To correctly establish the concept of catalyst, it is best to pass the experiment, especially when it comes to high school students to formally learn the catalyst more urgent. In the autumn of last year, I used red clay (mainly Fe_2O_3), chromium oxide and clay (yellow) instead of manganese dioxide as the catalyst for pyrolysis of potassium chlorate to make oxygen, and the effect was not bad. Especially clay, inspired by their own not small. The spring of last year, from the Soviet Union, “chemistry teaching” to see the material, more confidence led the high school chemistry extracurricular activities of the team, using drainage method, and record time to test the above oxygen catalyst. The use of brick powder, magnesia, copper oxide and diatomaceous earth in large quantities nearby produced good results and aroused great interest from the group of students. Unfortunately, the records were rather chaotic and there was no calculation of the oxygen volume. Weighing in advance was also sloppy. Therefore, it is impossible to compare lists and the impact on class students is not large enough.