构建实验问题整合探究教学模式 培养学生物理核心素养

首先,根据物理核心素养培养目标和高中物理实验复习教学特点,构建基于物理核心素养培养的实验问题整合探究教学模式;其次,给出实验问题整合探究教学模式实施策略;最后,结合具体教学实例阐述该教学模式实施的途径.     

Towards the meV limit of the effective neutrino mass in neutrinoless double-beta decays

We emphasize that it is extremely important for future neutrinoless double-beta(0νββ)decay experiments to reach the sensitivity to the effective neutrino mass|mββ|≈1 meV.With such a sensitivity,it is highly possible to discover the signals of 0νββ decays.If no signal is observed at this sensitivity level,then either neutrinos are Dirac particles or stringent constraints can be placed on their Majorana masses.In this paper,assuming the sensitivity of|mββ|≈1 meV for future 0νββ decay experiments and the precisions on neutrion oscillation parameters after the JUNO experiment,we fully explore the constrained regions of the lightest neutrino mass m1 and two Majorana-type CP-violating phases{ρ,σ}.Several important conclusions in the case of normal neutrino mass ordering can be made.First,the lightest neutrino mass is severely constrained to a narrow range m1∈[0.7,8]meV,which together with the precision measurements of neutrino mass-squared differences from oscillation experiments completely determines the neutrino mass spectrum m2∈[8.6,11.7]meV ing phases is limited to ρ∈[130°,230°],which cannot be obtained from any other realistic experiments.Third,the sum of three neutrino masses is found to beΣ≡m1+m2+m3∈[59.2,72.6]meV,while the effective neutrino mass for beta decays turns out to be mβ≡(|Ue1|2m1^2+|Ue2|2m2^2+|Ue3|2m3^2)1/2∈[8.9,12.6]meV.These observations clearly set up the roadmap for future non-oscillation neutrino experiments aiming to solve the fundamental problems in neutrino physics.     

以磷化铁为添加剂沿(111)面生长磷掺杂金刚石大单晶

掺杂是调控金刚石性能的一种重要手段。本文采用温度梯度法,在5.6 GPa、1 312 ℃的条件下,选用Fe₃P作为磷源进行磷掺杂金刚石大单晶的合成。金刚石样品的显微光学照片表明,随着Fe₃P添加比例的增加,金刚石晶体的颜色逐渐变深,包裹体数量逐渐增加,晶形由板状转变为塔状直至骸晶。金刚石晶形的变化表明Fe₃P的添加使生长金刚石的V形区向右偏移,这是Fe₃P改变触媒特性的缘故。红外光谱分析表明,Fe₃P的添加使金刚石晶体中氮含量上升,这说明磷的进入诱使氮原子更容易进入金刚石晶格中。激光拉曼光谱测试表明,随着Fe₃P添加比例的增加,所合成的掺磷金刚石的拉曼峰位变化不大,其半峰全宽(FWHM)值变大,这说明磷的进入使得金刚石晶格畸变增加。XPS测试结果显示,随着Fe₃P添加比例的增加,金刚石晶体中磷相对碳的原子百分含量也会增加,这意味着添加Fe₃P所合成的金刚石晶体中有磷存在。     

吡啶-2-甲醛酰腙镉配合物的合成、晶体结构与荧光性质

合成了3个不同结构的吡啶?2?甲醛缩对氯苯氧乙酰腙(HL)与镉的配合物。通过X射线单晶衍射、红外光谱、紫外光谱、荧光光谱以及热重等分析,对其进行晶体结构和性质的研究。单晶衍射结构解析表明:配合物1属单斜晶系,C2/c空间群,是一个通过氯离子桥联的二聚体,分子式为[Cd(HL)Cl2]2;配合物2属单斜晶系,P21/c空间群,是一个含2个有机配体、蝴蝶状的单核分子,其分子式为[Cd(HL)2Br2];配合物3属三斜晶系,P1空间群,配合物中只含有一个有机配体,其分子式为[Cd(HL)I2]。固体荧光分析表明:配体和配合物均有很强的荧光性,且发绿光。     

INTERACTION OF ELECTRIC CHARGES IN A PIEZOELECTRIC WITH RIGID EXTERNAL CRACKS

IntroductionRecently much attention has been paid to Green’s functions[1 -7]for anisotropic mediabecause of their important applications in boundary element methods used widely inengineering analysis. Generally speaking, it is relatively easy to obtain G…     

激光沉积大面积均匀薄膜数学模型与实验

由于激光烧蚀靶材产生的等离子体呈高斯分布,其中所包含粒子密度及性能的空间分布极不均匀,因此脉冲激光沉积法难以制备性能与膜厚均匀的大面积薄膜。提出并构建了衬底自转与一维变速平移机构,衬底匀速自转的同时,进行一维平移,越靠近等离子体中心平移速率越大、反之越小,达到均匀镀膜的目的;在此基础上建立了机构运动参数对膜厚影响的数学模型,通过仿真模拟分析关键参数对膜厚分布的影响;通过运动参数优化指导实验,最终获得了直径为200mm、不均匀性不超过±4%的大面积类金刚石膜,与仿真优化结果吻合。     

基于内乘波概念的TBCC进气道过渡模态研究

TBCC(涡轮基组合循环)在过渡模态的工作,是这种新型高速动力系统的关键问题。本文针对基于内乘波概念的内并联式TBCC进气道进行了其过渡模态流场的研究。首先,应用本团队自主提出的内乘波式进气道设计概念,提出一种新型TBCC进气道设计方案。然后,验证了其在设计马赫数4.0下实现全流量捕获,在模态转换时,分流板的分流是有效的。针对其在过渡模态马赫数2.5的性能,通过基于数值模拟的设计参数分析,发现在内参考收缩比为3.11时进气道流通面积合适可实现自起动、且综合性能较优。研究还发现,分流板偏转角度范围越小,分流段流动越好、通流出口总压恢复系数也越高。     

基于labview与容栅传感器的液位测控系统

根据容栅传感器的检测原理,设计了一套基于LabVIEW和容栅传感器的液位精密测控系统,精度达0.05ml。利用容栅传感器输出的电容信号经信号调理模块输入msp430单片机处理并精密控制液位,采用LabVIEW设计系统监控界面程序,实现系统数据的显示、存储、绘图以及人机控制测定仪工作等功能。可配装为数显测定仪和物体密度测量仪,人机界面良好,成本低,易推广。     

THEORY OF NON-PROPAGATION SOLITONS INCLUDING SURFACE-TENSION EFFECTS

In this paper, the surface-tension effects to non-propagating solitons is studied. Thusthe Larraza and Putterman’s theory has (?) modified. It is found that the surface-tensionmakes the frequency range of crosswise oscillation of solitions larger, the amplitude higherand the width smaller. When the surfactension coefficient is equal to zero (a=0), theresults are consistent with those of Larraza and Putterman.     

实施“类悖论”探究教学培养创新个性品格

首先阐述科学悖论研究中科学家表现出来的创新个性品格；其次,根据中学生探究物理与科学家科学探究过程的相似性,提出在“类悖论”的概念及探究教学中培养创新个性品格问题；最后,就类悖论探究教学中如何培养学生创新个性品格进行探索.