Rain Attenuation at 103 GHz in Millimeter Wave Ranges

We have conducted a millimeter wave propagation experiment at 103 GHz (2.9 mm) on a propagation path of 390 m. The results were compared with the rain attenuation calculations from the Marshall-Palmer, Best, Joss-Thomas-Waldvogel and Weibull distributions for raindrop-size. It has been shown that the Weibull distribution has a good agreement with the experiments.     

Rain Attenuation at Millimeter and Submillimeter Wavelengths

The rain attenuation was calculated by using the Marshall-Palmer, Best, Joss-Thomas-Waldvogel and Weibull distributions for raindrop-size. The results were compared with the recent measurements from 8 to 312.5 GHz at the rain rate R = 50mm/hr. Especially, the Weibull distribution has a good agreement with the measurements at 312.5 GHz (0.96 mm) in the submillimeter wavelength. Specific attenuation values from 1 to 1000 GHz were calculated for a rain temperature of –10°C, 0°C and 20°C by using the Weibull distribution.     

System Identification Models of the Equivalent Permittivity for Rain Medium

The dielectric constant for rain medium is investigated by utilizing the system identification method. The rain rate model and frequency model of permittivity in millimeter waves band for rain medium are presented. The results obtained with models are in very good agreement with references in calculating the attenuation of electromagnetic waves induced by rain, which Shows that the obtained models are valid and practicable. The cross-polar discrimination gotten with rain rate model is in agreement with references.     

大学物理实验教学的认识与体会

本文结合工作实际介绍了大学物理实验教学的认识与体会。     

仪器分析测试技术信息化教学探索与实践

针对高职学生的特点，以仪器分析测试技术课程实训教学为例，按照课前布置学习任务，学生翻转课堂学习，"教、学、做"一体化课堂教学，课后复习巩固的形式，开展信息化教学的探索与实践，并对信息化教学的效果和存在的问题进行了分析。通过信息化教学改革，仪器分析测试技术课程突破了传统教学时空的限制，激发了学生学习的兴趣，构建了"学生主体、教师主导"的教学新模式，提高了课堂教学效果，对推动高职课堂信息化教学的改革具有一定的借鉴意义。     

运用CAFP教学提升学生化学意志素质的教学案例

鉴于当前学生化学意志素质缺乏的问题，探讨以认知、情绪唤醒、情感、意志为主控目标，在预习、尝试学习、交错搭配合作学习中，开展CAFP教学研究，以促成情意因素对认知的调动、动力、强化等功能。     

翻转课堂教学模式下知识迁移能力的培养*——以“复杂氧化还原电对电极电势的计算”为例

“复杂氧化还原电对电极电势的计算”一直是大学化学教学的难点,以此为例开展翻转课堂教学:教师引导学生归纳、类比,厘清难溶盐电极、配合物电极与“金属电极”之间的渊源,完成知识的内化;通过课堂翻转,学生将内化的知识在课堂实践中加以展现与深化,掌握复杂电极在标准状态下电极电势的计算方式。实践表明,该教学模式避免了学生线上学习存在的刷屏、刷题、心理浮躁等现象,有助于推动学生进行深度学习,将碎片化的知识迁移、串联、整合成体系,达到学以致用的目的。     

基于受众的多形式多维度化学科普新模式的探索与实践*

根据化学科普现状,探索和实践了一套化学科普新模式,即:针对受众、量体裁衣、深挖项目、以点带面。以“黄金雨”科普项目为例简要介绍新模式的实施,并重点讨论了重金属的毒性以及循环回收和利用,提升大众对绿色化学、环保和可持续发展的认知。项目对不同层次人群的具体科普实践也收到了很好的反馈。     

PBL教学法在无机化学概念性知识中的应用*

将PBL教学法结合翻转课堂的教学模式引入对无机化学概念性知识的讲解,利用超星学习通以任务清单的形式指导学生在课下完成自学,在课上进行讨论交流,促进学生的主动学习。通过实践可以发现此方法有助于形成活跃的课堂氛围并达到良好的教学效果,利于学生多种能力的培养。