一流课程建设背景下大学物理线上线下混合课程的建设与实践

大学物理课程是高校理工科专业学生非常重要的一门必修公共基础课,一流本科课程建设对大学物理教学提出了新的要求.本文从教学内容、教学方法、教学手段、考核方式等方面探索了实施大学物理混合式教学较为有效的策略和方法,以期为物理学科一流课程建设助力.     

大学物理实验“课程思政”的探索与实践——以“金属杨氏模量的测定”为例

在立德树人视域下,江南大学理学院物理实验中心开展了大学物理实验"课程思政"的探索与实践,逐步建立了在实验中思政、在思政中创新、在创新中树人的教学改革模式,取得了丰硕的实践成果.以"金属杨氏模量的测定"为例,呈现了实践课程渗透课程思政,并将之落到实处的具体实施方案.     

Matlab在大学物理教学中的辅助应用

以(线性和非线性)谐振子的求解过程为例,分析如何在大学物理的教学过程中引入Matlab计算工具.利用Matlab的符号计算和数值模拟两方面的强大功能,引导学生如何处理基本物理问题,体现了Matlab的可视化和简洁性对大学物理教学的辅助作用,激发学生学习的热情,提高大学物理教学的整体效率和质量.     

Solution‐based SERS method to detect dithiocarbamate fungicides in different real‐world matrices

Surface‐enhanced Raman scattering (SERS) has become a valuable tool for the characterization of trace quantities of environmental toxins. Utilizing established wet chemical synthetic protocols, dogbone‐shaped colloidal gold nanoparticle substrates with sharp features were prepared with regions that exhibit significant SERS enhancement due to the lightning rod effect. These highly enhancing substrates were utilized for the quantitative determination of two dithiocarbamate fungicides by SERS in several complex matrices such as tap water, apple juice, and vegetable juice. Limits of detection and quantitation are reported and compared with Environmental Protection Agency mandated maximum allowable concentrations in tap water. In the case of tap water, limits of detection of 13.39 ± 3.89 nM for thiram and 1.78 ± 0.20 nM for ferbam was achieved. The sensitivity of the solution‐based SERS method decreased with increasing complexity of the matrix in which the limit of detection achieved in apple juice is 47.22 nM for thiram and 11.88 ± 1.38 nM for ferbam and that for vegetable juice is 87.01 ± 2.88 nM for thiram and 36.72 ± 2.90 nM for ferbam. It was found that using the solution‐based SERS method results in sensitivities that are greater than that required by Environmental Protection Agency mandated maximum allowable concentrations for complex matrices such as apple and vegetable juice. Copyright © 2013 John Wiley & Sons, Ltd.     

Fractions as Subtraction: An Activity‐Oriented Perspective from Elementary Children

A sample of third‐, fourth‐, and fifth‐grade student responses to the question “What is a fraction?” were examined to gain an understanding of how children in upper elementary grades make sense of fractions. Rather than measure children's understanding of fractions relative to mathematically conventional part–whole constructions of fractions, we attempted to understand children's actions and processes. A small but nontrivial group of children used subtraction (takeaway and removal) as a framework for understanding how fractions were created and written. An analysis of the content of their responses as well as a comparison of the performance of these children with that of children who used other ways of describing fractions suggests that the use of subtraction may be a reasonable (or at least not harmful) way for children to begin to access concepts related to fractions. Also, this study suggests that attention to children's understanding through the lens of children's activity might reveal ways of thinking and insights that are masked when we compare children's thinking in more structured research settings.     

Academics’ perceptions of the use and relevance of software in quantitative and financial disciplines

Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios, relatively little is known about academic practices with regard to the use of software more generally or about the extent to which this software is subsequently used by graduates in the workplace. This article reports on the results of a survey of academics in quantitative and financial disciplines, which is part of a broader study also encompassing recent graduates and employers. Results indicate that a variety of software packages are in widespread use in university programmes in quantitative and financial disciplines. Most surveyed academics believe that the use of software enhances learning and enables students to solve otherwise intractable problems. A majority also rate spreadsheet skills in particular as very important for the employability of graduates. A better understanding of the use of software in university teaching points the way to how curricula can be revised to enhance learning and prepare graduates for professional work.     

从素质教育看大学物理实验教学的优化改革

为推进素质教育适应开放式实验教学的要求,大学物理实验可在思想观念、教学内容、教学方法、学生评价等各个方面进行一系列优化和改革。     

Phantom Divide Crossing on Brane World

We study the RSII brane world corrected by the four-dimensional scalar curvature and five-dimensional Gauss-Bonnet curvature. The energy transfer between brane and bulk is also taken into account. Parameterizing the energy transfer, the resulting Friedmann equation on brane is solved at low energy. It is shown that phantom divide crossing may be achieved in the braneworld model with wide possibilities, embodying the combined effect of brane-bulk energy transfer, curvature corrections, and the fine-turning mechanics.     

工科量子物理教学初探

工科量子物理教学可以通过压缩早期量子论的内容,全面介绍基本假设,并强调其联系来加强,同时通过精选内容、简化数学,以降低教学的难度.     

大学物理演示教学模式初探

本介绍了我校大学物理演示的教学模式,教学管理的具体做法,为吸引学生积极参与演示实验的措施及发展思路等。