问题 填空题

(15分)硫酸亚铁药片(外表包有一层特质的糖衣)是一种治疗铁性贫血的药剂。某化学课外活动小组为测定其中硫酸亚铁的含量,进行如下实验:

I.甲同学要测定其中铁元素含量,实验按以下步骤进行:

请根据上面流程,回答以下问题:

(1)刮除药片的糖衣,甲同学如下称得样品ag,则你认为a=_____。

(2)将其碾碎后迅速溶解,配制250mL溶液。配制溶液时除烧杯、玻璃棒、量筒、250mL容量瓶外,还必须有的玻璃仪器__________。

(3)洗涤沉淀的操作是_____________________________________________。

(4)将沉淀物加热,冷却至室温,用天平称量其质量为b1g,再次加热并冷却至室温称量其质量为b2g,若b1-b2=0.3g,据此结果,还应进行的操作是________________________________________。

根据测得的数据可计算出硫酸亚铁的含量。

II、乙同学根据反应:2KMnO4+10FeSO4+8H2SO4=2MnSO4+5Fe2(SO4)3+K2SO4+8H2O,采用滴定的方法测定其中硫酸亚铁的质量分数。

(5)取上述甲同学所配置的待测液25.00mL置于锥形瓶中,并将0.02mol/L KMnO4的标准溶液装入_____(“酸式”或“碱式”)滴定管中,调节液面至“0”刻度。

(6)滴定操作时,眼睛注视_________________________。

(7)滴定待测液至终点,如此滴定三次,实验数据如下表所示:

(其中第一次滴定给点的数据如右图,请你你读得的数据填入表中)

样品中硫酸亚铁的质量分数为_____。(保留3位有效数字)

答案

(15分)

(1)2.8(2分)  (2)胶头滴管(1分)

(3)沿玻璃棒向过滤中的沉淀上加蒸馏水至淹没沉淀,静置使水全部流出,重复2-3次(3分)

(4)再次加热冷却并称量,直至两次质量差小于0.1g(2分)

(5)酸式(1分)

(6)锥形瓶内溶液颜色变化和滴定管内液体流出速率。(2分)

(7)15.90(2分)   81.4%(2分)

多项选择题
单项选择题

Questions 65-71 are based on the following passage.
Questions of education are frequently discussed as if they bore no relation to the social system in which and for which the education is carried on. This is one of the commonest reasons for the unsatisfactoriness of the answers. It is only within a particular social system that a system of education has any meaning. If education today seems to deteriorate, if it seems to become more and more chaotic and meaningless, it is primarily because we have no settled and satisfactory arrangement of society, and because we have both vague and diverse opinions about the kind of society we want. Education is a subject which cannot be discussed in a void: our questions raise other questions, social, economic, financial, political. And the bearings are on more ultimate problems even than these: to know what we want in education we must know what we want in general, we must derive our theory of education from our philosophy of life. The problem turns out to be a religious problem.
One might almost speak of a "crisis" of education. There are particular problems for each country, for each civilization, just as there are particular problems for each parent; but there is also a general problem for the whole of the civilized world, and for the uncivilized so far as it is being taught by its civilized superiors; a problem which may be as acute in Japan, in China or in India as in Britain or Europe or America. The progress (I do not mean extension) of education for several centuries has been from one aspect a drift, from another aspect a push; for it has tended to be dominated by the idea of "getting on". The individual wants more education, not as an aid to acquisition of wisdom but in order to get on; the nation wants more in order to get the better of other nations, the class wants to get the better of other classes, or at least to hold its own against them. Education is associated therefore with technical efficiency on the one hand, and with rising in society on the other. Education becomes something to which everybody has a "right", even irrespective of his capacity; and when everyone gets it—by that time, of course, in a diluted and adulterated form—then we naturally discover that education is no longer an infallible means of getting on, and people turn to another fallacy: that of "education for leisure" —without having revised their notions of "leisure". As soon as this precious motive of snobbery evaporates, the zest has gone out of education; for it is not going to mean more money, or more power over others, or a better social position, or at least a steady and respectable job, few people are going to take the trouble to acquire education. For deteriorate it as you may, education is still going to demand a good deal of drudgery. And the majority of people are incapable of enjoying leisure—that is, unemployment plus an income and a status responsibility—in any but pretty simple form—such as balls propelled by hand, by foot, and by engines or tools of various types; in playing cards; or in watching dogs, horses or other men engage in feats of speed and skill.

The author suggests that the discussion of the problem of education, if one wishes it to be fruitful, must ______.

A.not deviate from social evils that play a role in education

B.combine the issues of education with the issues of social problems

C.consider the purpose of educating the citizens

D.consider the whole of the social system which education serves